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COLLEGE OF ARTS AND SCIENCES

Dagupan

OBE Course Syllabus

Course Code PED 030

Descriptive Physical Activity Towards Health and Fitness 1
Title
Credit Unit 2 Units
Time 2 hours per week
Allocation
Prerequisite None
University A. Vision – By 2025, to be an educational institution recognized for transforming the lives of its students and their
Vision, families, especially low income families, for the better; and for the number of students whose lives it has improved.
Mission, and
Core Values B. Mission – To uplift the lives of the low income families in our community. We will pursue this mission by:
of PHINMA 1. Providing these families accessible, relevant, and appropriate training and education that leads to employment
and an improvement in their economic well-being.
2. Producing the competent & qualified human resources needed by Metro Dagupan, national, and global
industries.
3. Facilitating collaboration among government, industry, and the academe as the means to designing programs
and curricula that respond to the needs of a developing economy.
4. Transforming PHINMA UPang into a community that celebrates diversity, cross cultural appreciation, creativity,
and collaboration and that serves as a model for others.
C. Core Values – Patriotism, Commitment, Integrity, Competence, Professionalism, Openness, Teamwork
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By the time of graduation, a graduate of UPANG has the following attributes:

1. Competent Professes high level of proficiency and efficiency and hurdles standard and licensing tests
Professional relevant to the chosen field or endeavor.
2. Confident Effectively interacts and communicates orally and in writing with the use of international,
Communicator national, and local language / dialect in professional and day-to-day discourse.
3. Ethical, Independent, Consciously practices professional, social and ethical standards consistent with PEN values
Institutional and a Team Worker whether working alone or in heterogeneous and multi-cultural groups and communities.
Outcomes 4. Service-Oriented Promotes and preserves Filipino historical and cultural heritage while engaged in
meaningful socio-civic engagements committed to transformative and productive
community service.
5. Critical and Creative Adopts social inquiry and employs appropriate methodology techniques through project
Thinker development, knowledge discovery and generation, and evidence-based studies.
6. Lifelong learner Desires and strives for continuing education, skill mastery and professional improvement
in the pursuit of excellence.
A. Vision - The College of Arts and Sciences is the ground that provides nourishments to the students of other colleges
for them to grow to their potentials. As a world class provider of PHINMA UPang’s General Education Program, the
College lays the strong foundation for the holistic development of a professionally competent, humane and moral
person.

CAS Vision and B. Mission - To provide our students with the meaningful learning experiences in a safe and nurturing environment that:
Mission 1. Exposes them to various domains of knowledge and ways of comprehending social and natural realities,
developing in the process their intellectual competencies and civic capacities.
2. Addresses their learning losses and gaps in knowledge, skill, motivation, and communication - enhancing in the
process their college readiness.
3. Ensures their stay in college - providing them in the process the greater opportunity to graduate on time.
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Takers of the General Education Program should have the following attributes:
1. As a student, he/she is exposed to various domains of knowledge and ways of comprehending social and natural
realities, developing in the process: (a) intellectual competencies; and (b) civic capacities.
Attributes of a 2. As an individual, he/she is enabled to develop his/her identity as a person, conscious of her/his talents, rights, and
General responsibilities toward the self and others.
Education Taker 3. As a member of the Filipino society and nation, he/she is aware and proud of his/her collective identity, and able
to contribute meaningfully to the development of Filipino society at local and national levels.
4. As a member of the global community, he/she recognizes and respects the fundamental humanity of all, respects
and appreciates diversity, and cares about the problems that affect the world.
A. Course Code: PED 030
B. Course Description: This course reintroduces the fundamental movement patterns that consist of non-locomotor and
locomotor skills, which are integrated with core training to meet the demands of functional fitness and physical
Course and Its activity performance. Emphasis will be on exercise regression and progression for the enhancement of fitness and the
Description adaptation of movement competencies to independent physical activity pursuits. In conjunction with fitness and
wellness concepts, exercise, and healthy eating principles, periodic evaluation will be conducted of one’s level of
fitness and physical activity, as well as eating patterns to monitor one’s progress and achievement of personal fitness
and dietary goals.
Note: Map the course by indicating each competency as: E – Enabling; R – Reinforced; A – Achieved
Program Competencies Curriculum
Outcomes Map
 Participate in moderate to vigorous physical activities (MVPAs) in accordance with
A
Program national and global recommendations on physical activities for health
Outcomes and  Adapt movement competencies to independent physical activity pursuits that are
A
Curriculum Map health-enhancing and personally rewarding
Active and
for the Course  Monitor progress and evaluate achievement of personal fitness and dietary goals E
Healthy Living
 Practice empathy, and fair play; show respect for differing abilities (i.e., diversity)
through interpersonal communication skills and emotional regulation during PA R
participation
 For sports, apply basic tactics (e.g. defense, offense, transition) in game situations R
Advocacy and  Devise, apply, and assess a range of strategies (i.e., exercise program design; goal
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setting; periodic evaluation) to improve one’s physical activity performances and

E
those of others
Promotion  Enhance and advocate for one’s personal and others’ fitness, safety, and wellness
R
through physical activity participation and/or leadership
 Promote practical and creative interventions that will create community
connection and contribute to the health and wellness of the school community A
and its periphery
Legend: E – Enabling; R – Reinforced; A – Achieved
Course At the end of the course, the students taking the course PED 030 Physical Activity Towards Health and Fitness 1:
Objectives Movement Competency Training should have:
A. achieved their physical fitness level in terms of cardiopulmonary conditioning and musculoskeletal strength and
endurance required to maintain healthy status and to engage in advanced conditioning and sports training; and,
B. honed on screening their readiness for physical activity, formulating exercise prescriptions, designing a fitness
program, assessing the progress of their training, and applying Prochaska, DiClemente, and Norcross’ model of change
by implicit self-motivation and explicit self-actualization.

Week Intended Topics Learning Assessment Resources

Learning (Learning Activities Tools
Outcomes Units) (Active (Learning
Learning Assessments)
Strategies
 Reflecte Course Student Manual; Course syllabus
d on the Orientation Interactive Graded recitation
Universi Lecture
Day 0 ty’s University’s Reflection Paper
Vision Vision and
and Mission
Mission
 Defined Precontemplatio Interactive Interview (Relative and https://www.nordangliaeducation.com/our-
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your own
life’s
success and
happiness
 Identified
tangible
and non-
Lecture
tangible
Non-relative)
things that
Collaborative
make you schools/abudhabi/learning/sport-
Learning (Paired Written Narrative
Week 1 happy and-physical-education/physical-
n Stage or Grouped Report
and 2  Determined education/the-importance-of-physical-
Activities)
situations in education
your
Brainstorming
present life
that need to
be changed
 Established
readiness to
apply ways
to effect the
changes
Week 3  Assessed Contemplation Interactive Self-Assessment https://healthyliving.azcentral.com/five-
and 4 readiness to Stage Lecture Questionnaire stages-change-physical-fitness-17437.html
indulge in
regular Think-Pair- Accomplishing Physical https://www.nordangliaeducation.com/our-
physical Share Activity Questionnaire schools/abu-dhabi/learning/sport-
activity (PAR-Q) and-physical-education/physical-
particularly, education/the-importance-of-physical-
exercise Test education
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 Indicated
the success
of your
engagemen
t in exercise
with set
goals and
established
priorities
 Identified
ways of
controlling
Interpretation of
life for
Physical Activity
success in
Questionnaire (PAR-Q)
exercise
Test
engagemen
t
 Screened
himself with
the end
goal of
classifying
himself
according
to the risk
stratificatio
n for
participatio
n in exercise
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FIRST PERIODICAL EXAM (as Scheduled)

Intended Topics Learning Assessment Resources

Learning Activities Tools
Outcomes
Week 5  Been Interactive Risk https://mountainsidefitness.com/blog/the-
and 6 cleared Lecture Stratification progression-of-physical-
medicall and fitness/
y to Anthropometric
engage Measurements https://healthyliving.azcentral.com/five-stages-
in change-physical-fitness-
physical Exercise 17437.html
activity Preparation/ Prescription
particula Planning Stage using FITT
rly, Principle
exercise (Cardiovascular
 Designe Conditioning
d for and
yourself Strengthening)
an
exercise Meal Plan
progra
m for
strength
ening
and
cardiova
scular
conditio
ning
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Week 7  Designe Interactive Implementation https://www.heart.org/en/health-topics/cardiac-

and 8 d and Lecture of the Designed rehab/getting-physically-active/frequently-asked-
implem Exercise questions-about-physical-activity
ented Performance Prescription
regularl Output https://healthyliving.azcentral.com/five-stages
y the Fitness Routine/ change-physical-fitness-17437.html
cardiova Practice
scular
conditio
ning Action Stage
progra
m and
muscula
r
resistan
ce
training
progra
m
 Demons
trated
improve
ment in
the
paramet
ers or
achieve
d the
target
paramet
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ers of
the
cardiova
scular
conditio
ning
and
muscula
r
resistan
ce
training
SECOND PERIODICAL EXAM (as Scheduled)
Intended Topics Learning Assessment Resources
Learning Activities Tools
Outcomes
Week 9  Progress Interactive Reinforcing https://health.usnews.com/health-
and 10 ed Lecture Factors and care/for-better/articles/2017-08-21/8- questions-
cardiova Stumbling answered-about-exercise-
scular Maintenance Blocks that-you-may-not-know
conditio Stage Performance
ning Output https://healthyliving.azcentral.com/five-stages-
and Recording New change-physical-fitness-
muscula Anthropometric 17437.html
r Measurements
resistan
ce Revising
training Exercise
in a new Prescription
exercise using FITT
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prescrip Principle
tion (Cardiovascular
 Achieve
d the Conditioning
target and
paramet Strengthening)
ers of Implementation
the new of the Revised
cardiova Designed
scular Exercise
conditio Prescription
ning
and Fitness Routine/
muscula Practice
r
resistan
ce
training
progra
m that
requires
progres
sion to
much
higher
levels
Week 11  Regulari Interactive Evaluation (2nd https://healthyliving.azcentral.com/five -stages-
and 12 zed Lecture Training change-physical-fitness-
cardiova Prescription, 17437.html
scular One-minute Instructors’
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conditio paper Motivational https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/

ning Approach) behavioralchangetheories/
and Performance behavioralchangetheories6.html
muscula Output PE1 Reflection
r
resistan Recording New
ce Anthropometric
training Measurements
using Termination
the Stage Revising New
revised Exercise
prescrip Prescription
tion using FITT
 Achieve Principle
d the (Cardiovascular
target
paramet Conditioning
ers of and
the new Strengthening)
cardiova
scular Implementation
conditio of the New
ning Revised
and Designed
muscula Exercise
r Prescription
resistan
ce Portfolio
training
progra
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m that
requires
progres
sion to
much
higher
levels
THIRD PERIODICAL EXAM (as Scheduled)

1. Written Output (Student Activity Sheets, Reflection Essay, Narrative Report)

2. Passing the major examinations (P1, P2, and P3)
Course
3. Observance of the prescribed attendance
Requirem 4. Active participation in active learning (AL) activities.
ents 5. Passing of portfolio

The Final Grade Percentage The Periodical Total Grade is Percentage

(FG) is computed as follows:
computed as
follows:
First Periodical 33% P1 = 15% (SAS) + 20% (Quiz) + 100%
Grade (P1) 30% (Performance Task) + 35%
Grading (Exam)
System Second 33% P2 = 15% (SAS) + 20% (Quiz) + 100%
Periodical 30% (Performance Task) + 35%
Grade (P2) (Exam)
Third Periodical 34% P1 = 15% (SAS) + 20% (Quiz) + 100%
Grade (P3) 30% (Performance Task) + 35%
(Exam)
Total 100% Average (%) 100%
Course 1. Those who failed to take any of the major examinations (periodical exams) shall be given an incomplete grade
Policy 2. Every student is required to attend his classes regularly and punctually. Absence or persistent tardiness for more than 20% of
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the total number of class meetings during the entire course/subject shall be sufficient reason for disqualifying a student from
and taking final examinations or for dropping the student without credit. The same shall apply if a student has incurred more than
Standards eight (8) unexcused absences in this course/subject.
3. The PEN Student Manual (Tertiary Level) and the MORPHE shall apply to supplement the foregoing.
Reference A. Most of the content of these modules were lifted from the Exercise is Medicine, Philippines Pre-Course Book 2017
s with the following references:
• ACSM’s Guidelines for Exercise Testing and Prescription 8th Edition
• ACSM’s Resource Manual for Guidelines for Exercise Testing and Prescription Sixth Edition
• ACSM’s Exercise Management for Persons with Chronic Diseases and Disabilities; J. Larry Dustine, Geoffrey
E. Moore, Patricia L. Painter and Scott O. Roberts
• ACSM’s Exercise is Medicine; A Clinician’s Guide to Exercise Prescription by Steven Jonas and Edward Phillips
• ACSM’s Exercise is Medicine; A quick guide to Exercise Prescription by Technogym Medical Scientific
Department
• 2011 National Physical Activity Guidelines Health Promotion Board Singapore
• Exercise and Type 2 Diabetes: American College of Sports Medicine and the American Diabetes Association:
Joint Position Statement by the American College of Sports Medicine and the American Diabetes
Association; approved by Executive Committee of the American Diabetes Association Medicine & Science
in Sports & Exercise and Diabetes Care; July 2010
• Appropriate Physical Activity Intervention Strategies for Weight Loss and Prevention of Weight Regain for
Adults; ACSM Position Stand; Donnelly, Joseph E. Ed.D (Chair); Blair, Steven N. Ped; Jakicic, JohnM. Ph.D.;
Manore, Melinda M. Ph.D., R.D.; Rankin, Janet W. Ph.D.; Smith, Bryan K. Ph.D.; Med Sci Sports Exerc. 2009;
41(2):459-71
• Exercise and Hypertension; ACSM Position Stand by; Pescatello, Linda S.Ph.D., FACSM, (Co-Chair);Franklin,
Barry A. Ph.D., FACSM, (Co-Chair); Fagard, Robert M.D., Ph.D. FACSM; Farquhar, William B. Ph.D.; Kelley,
George A. D.A., FACSM; Ray, Chester A. Ph.D., FACSM; Medicine & Science in Sports & Exercise: March
2004 - Volume 36 - Issue 3 - pp 533-553
• Harmonizing the Metabolic Syndrome: A Joint Interim Statement of the International Diabetes Federation
Task Force on Epidemiology and Prevention; National Heart, Lung, and Blood Institute; American Heart
Association; World Heart Federation; International Atherosclerosis Society; and International Association
for the Study of Obesity; K.G.M.M. Alberti, FRCP; Robert H. Eckel, MD, FAHA; Scott M. Grundy, MD, PhD,
 P a g e | 14

FAHA; Paul Z. Zimmet, MD, PhD, FRACP; James I. Cleeman, MD; Karen A. Donato, SM; Jean-Charles
Fruchart, PharmD, PhD; W. Philip T. James, MD; Catherine M. Loria, PhD, MS, MA, FAHA; Sidney C. Smith,
Jr, MD, FAHA; Circulation 2009, 120:1640-1645
• National Physical Activity Guidelines for Americans 2008: Office of Disease Prevention and Health
Promotion of US Department of Health and Human Services
• Ministry of Health Clinical Practice Guidelines, Management of Asthma 1/2008
• Australian Association for Exercise and Sports Science position statement on exercise and asthma Alan R.
Morton, Kenneth D. Fitch Journal of Science and Medicine in Sport 14 (2011) 312-316
• Department of Health (2010, March-April). Philippine National Guidelines on Physical Activity: Galaw-galaw
baka pumanaw. Healthbeat, 58, 6-8 Retrieved from: http://www. doh.gov.ph/node/1025.html
• Department of Health, National Epidemiological Center. (2009). ‘‘The 2009 Philippine Health Statistics’’.
Retrievedfrom http://www.doh.gov.ph/sites/default/files/ PHILIPPINE%20HEALTH
%20STATISTICS%202009_0.pdf
• Department of Health (2013, April 26). ‘‘Leading causes of
Mortality.’’ Retrieved from http://www.doh.gov.ph/node/198.html
• Masoli, M., Fabian, D.; Holt, S. , Richard, B. (2004, May) ‘‘Global Burden of Asthma’’. Retrieved from:
http://www.ginasthma.org/local/uploads/files/GINABurdenReport_1. Pdf
• National Statistics Office & ICF Macro. (2009, December) ìPhilippines -National Demographic and Health
Survey 2008î. Retrieved from: http://dhsprogram.com /pubs/pdf/FR224/FR224.pdf
• Philippine Statistics Authority (2012, August 30). The Age and Sex Structure of the Philippine Population:

(Facts from the 2010 Census). Retrieved from http://www.census.gov.ph/content/age-and-sex-structure-

philippine- population-facts-2010-census

• The Problem of Mental Health in the Philippines (n.d.) Retrieved on May 15, 2014) from Wikispaces:
http://mentalhealthph.wikispaces.com/2.%09The+Problem+of+Mental

B. American Council on Exercise website. 9 signs of overtraining. www.acefitness.org/ education-and-

resources/lifestyle/blog/6466/9-signs-of-overtraining?pageID=634. Accessed August 8, 2018.
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C. Carfagno DG, Hendrix JC 3rd. Overtraining syndrome in the athlete: current clinical practice. Curr Sports Med Rep.
2014;13(1):45-51. PMID: 24412891 www.ncbi.nlm.nih.gov/ pubmed/24412891.
D. Meeusen R, Duclos M, Foster C, et al. Prevention, diagnosis, and treatment of the overtraining syndrome: joint
consensus statement ofthe European College of Sport Science and the American College of Sports Medicine. Med Sci
Sports Exerc. 2013;45(1):186-205. PMID: 23247672 www.ncbi.nlm.nih.gov/pubmed/23247672.
E. Rothmier JD, Harmon KG, O'Kane JW. Sports medicine. In: Rakel RE, Rakel DP, eds. Textbook of Family Medicine. 9th
ed. Philadelphia, PA: Elsevier Saunders; 2016: chap 29.
F. Preventive Cardiology, Cardiac Rehabilitation and Sports Cardiology Course: From Set-up to Frontiers, European
Society of Cardiology and European Association of Sports Cardiology, Inselspital Bern University Hospital,
Switzerland.
Effectivity Date Revised Prepared by Approved by
Date
1st
Semester, _________________________ ___________________
SY 2023- _ _______
2024 (Signature over printed JEMUEL D. ________________________
name) CABURIAN, Ed.D ALBERT L. GAMBOA
Dean, CAS COO
Checked by
___________________
_________________________ _____
_____ DFAA
(Signature over printed
name)