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K To 12 Curriculum Guide: Physical Education

1) The K-12 Physical Education curriculum aims to develop 21st century skills like critical thinking, problem solving, communication and collaboration through physical activity. 2) It focuses on achieving and maintaining health-related fitness rather than sports achievement alone. Students learn to value physical activity for various reasons. 3) The curriculum prioritizes habitual physical activity, motor skills, valuing physical activity, and understanding concepts like strategies and tactics. It emphasizes developing understanding of how the body responds to activity over time.

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100% found this document useful (1 vote)

123 views68 pages

K To 12 Curriculum Guide: Physical Education

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Ayesha Riz Demuna

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Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)

May 2016
K to 12 BASIC EDUCATION CURRICULUM

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-
monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.

Learning Outcomes

The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.

The K to 12 PE Curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.

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K to 12 BASIC EDUCATION CURRICULUM

Learning Approaches

Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies
the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.

The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.

The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K
to 12 PE Curriculum aspires for the learners to develop.

Learning Strands

The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other
dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals.

The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and
contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.

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K to 12 BASIC EDUCATION CURRICULUM

. A graduate who lives an active life

for fitness and lifelong health

PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity

Rhythms & Dances

Body Management
Games & Sports

K ----1---2---3---4---5---6---7---8----9---10---11---12

Activity-Based Developmentally Standard

Appropriate Integrated Inclusive
based

MOVE TO LEARN, LEARN TO MOVE

Figure 1. The Conceptual Framework of Physical Education

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K to 12 BASIC EDUCATION CURRICULUM

Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health

Key Stage Standards

Strands K–3 4–6 7 - 10

The learner demonstrates The learner demonstrates The learner demonstrates
understanding of movement understanding of principles in understanding of integrating
concepts and skills in preparation for active movement and fitness physical activity behaviors in
participation in various for active participation in various achieving an active lifestyle.
physical activities. physical activities.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance

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K to 12 BASIC EDUCATION CURRICULUM
GRADE LEVEL STANDARDS

Grade Level Grade Level Standards

Grade 1

The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.

Grade 3

Grade 4

The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.

Grade 6

Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.

Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.

Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.

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Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1

Grade Level Strands Q1 Q2 Q3 Q4

Body Awareness Space Awareness Qualities of Effort Relationships

Body management
Movement skills
GRADE 1 Rhythms and dance
Games and sports Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
Physical fitness

Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
GRADE 2 Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races

Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.

Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.

K to 12 Physical Education Curriculum Guide May 2016 Page 7 of 67

Key Stage 2

Grade Level Strands Q1 Q2 Q3 Q4

Health-Enhancing Fitness 1

Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 5 Target games,
Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 6 Target games,
Invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances

Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.

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Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3

Grade Level Strands Q1 Q2 Q3 Q4

Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness

GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
Dance, Cheer dance, Contemporary, etc.)

Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.

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Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12

Grade Level Strands Semester 1 Semester 2

Q1 Q2 Q3 Q4

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)

Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities

Sports Individual, dual and team sports

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)

Dance Traditional, contemporary, ethnic, folk and social

dances
GRADE 12

Recreation
Aquatic and mountaineering activities

Note: Students can elect from the menu of physical activity courses

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K to 12 BASIC EDUCATION CURRICULUM

TIME ALLOTMENT FOR PHYSICAL EDUCATION

Grade Level Time Allotment

Kindergarten Integrated with other subject areas

Grades 1 – 6 40 minutes / week

Grades 7 – 10 60 minutes / week

Grades 11 – 12 120 minutes / week

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K to 12 BASIC EDUCATION CURRICULUM
GRADE 1

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness The learner . . . The learner . . . The learner . . .

(Different body parts and demonstrates performs with 1. describes the different parts of
their movements) understanding coordination the body and their movements PE1BM-Ia-b-1 MISOSA 4- module 4
awareness of body enjoyable through enjoyable physical
parts in preparation movements on activities
for participation in body awareness .
physical activities. 2. creates shapes by using different
PE1BM-Ic-d-2
body parts
3. shows balance on one, two, three,
PE1BM-Ie-f-3 MISOSA 4- module 4
four and five body parts

4. exhibits transfer of weight PE1BM-Ig-h-4 MISOSA 4- module 4

5. recognizes the importance of
participating in fun and enjoyable PE1PF-Ia-h-1 MISOSA 4- module 4
physical activities
6. engages in fun and enjoyable
physical activities with
coordination

Suggested learning activities

PE1PF-Ia-h-2
 action songs MISOSA 4- module 4
 singing games
 simple games
 chasing and fleeing games
 mimetics

SECOND QUARTER/ SECOND GRADING

Space Awareness The learner . . . The learner . . . 1. MISOSA 4- module 1
2. Music, Art, Physical Education
(Moving in different demonstrates performs movement PE1BM-IIa-b- and Health 2. (Tagalog)DepEd.
7. identifies locomotor skills
directions at spatial levels) understanding skills in a given space 5 - Falcutila, Rogelio F. et.al.
ofspace awareness in with coordination. 2013. pp. 303-305
preparation for
K to 12 Physical Education Curriculum Guide May 2016 Page 12 of 67
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Space Awareness participation in 1. MISOSA 4- module 1
physical activities. 8. demonstrates moving within a 2. Music, Art, Physical Education
PE1BM-IIc-e-
(Moving in different group without bumping or falling and Health 2. (Tagalog)DepEd.
6
directions at spatial levels) using locomotors skills - Faculita, Rogelio F. et.al.
2013.pp. 304-305
9. executes locomotor skills while
PE1BM-IIf-h-
moving in different directions at MISOSA 4- module 1 pp.2-3
7
different spatial levels
1. MISOSA 4- module 1
2. Music, Art, Physical Education
10. engages in fun and enjoyable and Health 2. (Tagalog)DepEd.
PE1PF-IIa-h-
physical activities with - Falculita, Rogelio et.al. 2013.
2
coordination 306-307

11. illustrates/demonstrate
acceptable responses to
PE1PF-IIa-h- MISOSA 4- module 1
challenges, successes, and
3
failures during participation in
motor fitness activities
12. demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical activities

Suggested learning activities

 action songs 1. MISOSA 4- module 1
 singing games 2. Music, Art, Physical Education
PE1PF-IIa-h-
 simple games and Health 2. (Tagalog)DepEd.
4
 chasing and fleeing games - Faliculita, Rogelio F. et.al.
 mimetics 2013. pp. 311-314

K to 12 Physical Education Curriculum Guide May 2016 Page 13 of 67

Suggested learning activities

 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics
FOURTH QUARTER/ FOURTH GRADING
Movement The learner . . . The learner . . . PE1BM-IVa-b- MISOSA 4- module 1
22. identifies movement relationships
Relationships 12
demonstrates performs 23. demonstrates relationship of PE1BM-IVc-e- MISOSA 4- module 1
(Relationship to a moving understanding of movements in movement 13
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
or stationary relationships of relation to a 24. performs jumping over a
object/person) movement skills in stationary or moving stationary object several times in
PE1BM-IVf-h- MISOSA 4- module 1
preparation for object/person with succession, using forward- and-
14
participation in coordination. back and side-to-side movement
physical activities patterns
25. engages in fun and enjoyable PE1PF-IVa-h- MISOSA 4- module 1
physical activities 2
26. shows interest in participating in PE1PF-IVa-h- MISOSA 4- module 1
physical activities 9
27. follows simple instructions and PE1PF-IVa-h- MISOSA 4- module 1
rules 10
28. enjoys participating in physical
activities

Suggested learning activities

PE1PF-IVa-h- MISOSA 4- module 1
 action songs
11
 singing games
 simple games
 chasing and fleeing games
 mimetics

K to 12 Physical Education Curriculum Guide May 2016 Page 15 of 67

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K to 12 BASIC EDUCATION CURRICULUM
GRADE 2

CONTENT PERFORMANCE LEARNING MATERIALS

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . Music, Art, Physical Education and
(Straight, curled, wide 1.describes body shapes Health 2. (Tagalog) DepEd.
PE2BM-Ia-b-1
and twisted) and demonstrates performs body shapes and and actions Falculita, Rogelio F. et.al. 2013. pp.
Body Actions understanding of body actions properly. 295-296
(Walking, standing, shapes and body 2. demonstrates body Music, Art, Physical Education and
sitting) actions in preparation shapes and actions PE2BM-Ic-d-15 Health 2. Tagalog) DepEd. Falculita,
for various movement Rogelio F. et.al. 2013. pp. 297-299
activities 3. creates body shapes Music, Art, Physical Education and
and actions PE2BM-Ie-f-2 Health 2.(Tagalog) DepEd. Falculita,
Rogelio F. et.al.2013. pp. 300-301
4. demonstrates
momentary stillness in 1. MISOSA 4 - module 1.
symmetrical and 2. Music, Art, Physical Education
asymmetrical shapes PE2BM-Ig-h-16 and Health 2. (Tagalog) DepEd.
using body parts other Falculita, Rogelio F. et.al. 2013.
than both feet as a pp. 300-301
base of support
5. demonstrates
movement skills in
PE2MS-Ia-h-1
response to sound and
music
6. exhibits correct body MISOSA 6 – module 5
PE2PF-Ia-h-12
posture
7. assesses body posture Music, Art, Physical Education and
PE2PF-Ia-h-13 Health 2.(Tagalog) DepeEd. Falculita,
Rogelio F. et.al. 2013. pp. 380-382
8. engages in fun and PE2PF-Ia-h-2
enjoyable physical
1. MISOSA 6 – module 1 - 5
activities
2. Music, Art, Physical Education
and Health 2.(Tagalog) DepEd.
Suggested learning activities
Falculita, Rogelio F. et.al.2013.
 movement skills activities
pp. 303-305. 311-314. 375
(locomotor, non-
locomotor and
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING MATERIALS
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
manipulative skills)
Body Shapes The learner . . . The learner . . .  folk dances
(Straight, curled, wide (Alitaptap/Rabong)
and twisted) and demonstrates performs body shapes and  rhythmic routines
Body Actions understanding of body actions properly. (ribbon, hoop, balls, and
(Walking, standing, shapes and body any available
sitting) actions in preparation indigenous/improvised
for various movement materials)
activities relays and races

SECOND QUARTER/ SECOND GRADING

Locations The learner . . . The learner. . . 9. describes movements
(Behind,infront, under, in a location, direction,
PE2BM-IIa-b-17 MISOSA 4 - module 1
over, personal space, demonstrates performs movements level, pathway and
general space) understanding of accurately involving plane
Directions (linear- locations, directions, locations, directions, 10. moves in:
forward and backward, levels, pathways and levels, pathways and  personal and
lateral- sideward, and planes planes. general space
multi-directional)  forward,
Levels (High, middle, backward, and
low) Pathways sideward
(Straight, curved, directions
PE2BM-IIc-h-18
zigzag) and Planes  high, middle, and
(Diagonal, horizontal, low levels
vertical, and rotational)  straight, curve,
and zigzag
pathways
 diagonal and
horizontal planes
11. demonstrates
movement skills in PE2MS-IIa-h-1
response to sounds
and music
12. observes correct Music, Art, Physical Education and
posture and body Health 2.(Tagalog) DepEd. Falculita,
PE2PF-IIa-h-14
mechanics while Rogelio F. et.al.2013. pp. 380-381
performing movement
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING MATERIALS
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
Locations (Behind, The learner . . . The learner. . . activities
infront, under, over,
personal space, demonstrates performs movements
general space) understanding of accurately involving 13. engages in fun and Music, Art, Physical Education and
Directions(linear- locations, directions, locations, directions, enjoyable Health 2.(Tagalog) DepEd. Falculita,
forward and levels, pathways and levels, pathways and physicalactivities Rogelio F. et.al.2013. pp. 375. 303-
backward, lateral- planes planes. 305. 313-314
sideward, and multi- Suggested learning activities
directional) Levels  movement skills activities
(High, middle, low) (locomotor, non-
Pathways (Straight, locomotor and PE2PF-IIa-h-2
curved, zigzag) and manipulative skills)
Planes (Diagonal,  folk dances
horizontal, vertical,  rhythmic routines
and rotational (ribbon, hoop, balls, and
any available
indigenous/improvised
materials)
 relays and races
THIRD QUARTER/ THIRD GRADING
Time (slow, slower, The learner . . . The learner . . . 14. describes movements
slowest/fast, faster, in a location, PE2BM-IIIa-b-
fastest) Force (light, demonstrates performs movements direction, level, 17
lighter, understanding of accurately involving time, pathway and plane
lightest/strong, movement in relation force, and flow. 15. moves: MISOSA 4 - module 1
stronger, strongest) to time, force and flow
and Flow 15.1 at slow, slower,
(smoothness of slowest/fast, faster,
movement) fastest pace
PE2BM-IIIc-h-
15.2 using light,
19
lighter,
lightest/strong,
stronger, strongest
force with
smoothness
16. demonstrates Music, Art, Physical Education and
PE2MS-IIIa-h-1
movement skills in Health 2.(Tagalog) DepEd. Falculita,

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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING MATERIALS
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
response to sound Rogelio F. et.al.2013.. pp. 309-310
Time (slow, slower, The learner . . . The learner . . . and music
slowest/fast, faster, 17. engages in fun and Music, Art, Physical Education
fastest) Force (light, demonstrates performs movements enjoyable physical and Health 2.(Tagalog) DepEd.
PE2PF-IIIa-h-2
lighter, understanding of accurately involving time, activities Falculita, Rogelio F. et.al.2013.
lightest/strong, movement in relation force, and flow. pp. 304-305
to time, force and flow 1. MISOSA 6 – module 1
stronger, strongest) 18. observes correct
and Flow posture and body 2. Music, Art, Physical Education
(smoothness of mechanics while and Health 2.(Tagalog) DepEd.
movement) performing movement Falculita, Rogelio F. et.al.2013.
activities pp. 375. 303-305. 313-314

Suggested learning activities

 movement skills activities
locomotor, non-
locomotor and PE2PF-IIIa-h-14
manipulative skills
 folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls, and
any available
indigenous/improvised
materials)
relays and races
FOURTH QUARTER/ FOURTH GRADING
Person (Individual, The learner . . . The learner . . . 19. familiarizes in various
pair, group), Objects movement activities
PE2BM-IV-a-b-
(ribbon, hoop, balls, demonstrates performs movement involving person, MISOSA 5 –module 1
20
and any available understanding of activities involving person, objects, music and
indigenous/improvised movement activities objects, music and environment
materials), Sound, relating to person, environment correctly 20. moves:
Environment objects, music and
(indoor and outdoor environment 20.1 individually, with PE2BM-IV-c-h-
MISOSA 5 –module 1pp.2-3
settings) partner, and 21
Person (Individual, with group
pair, group), Objects 20.2 with ribbon,

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CONTENT PERFORMANCE LEARNING MATERIALS
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
(ribbon, hoop, balls, The learner . . . The learner . . . hoop, balls, and
and any available any available
indigenous/improvised demonstrates performs movement indigenous/impr
materials), Sound, understanding of activities involving person, ovised materials
Environment movement activities objects, music and 20.3 with sound
(indoor and outdoor relating to person, environment correctly 20.4 in indoor and
settings) objects, music and outdoor settings
environment
21. demonstrates Music, Art, Physical Education and
movement skills in Health 2.(Tagalog) DepEd. Falculita,
PE2MS-IV-a-h-1
response to sound Rogelio F. et.al.2013. pp. 356-357

22. engages in fun and Music, Art, Physical Education and

enjoyable physical PE2PF-IV-a-h-2 Health 2.(Tagalog) DepEd. Falculita,
activities Rogelio F. et.al.2013. pp.313-314
23. observes correct body
posture and body
mechanics while
performing movement
activities

Suggested learning activities

 movement skills activities
locomotor, non-locomotor
PE2PF-IV-a-h-
and manipulative skills MISOSA 6 –module 1pp.1-6
14
 folk dances
(Alitaptap/Rabong)
 rhythmic routines (ribbon,
hoop, balls, and any
available
indigenous/improvised
materials)
relays and races

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K to 12 BASIC EDUCATION CURRICULUM
GRADE 3

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education and
(Straight, curled, wide 1. describes body shapes Health 2.(Tagalog) DepEd.
and twisted) and demonstrates performs body shapes and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
Body Actions understanding of body and actions properly. pp. 295-296
(Walking, standing, shapes and body actions 2. performs body shapes and Music, Art, Physical Education and
sitting) in preparation for various actions Health 2.(Tagalog) DepEd.
PE3BM-Ic-d-15
movement activities Falculita, Rogelio F. et.al.2013.
pp. 297-299
3. creates body shapes and Music, Art, Physical Education and
actions Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013. pp.
300-301
4. demonstrates momentary Music, Art, Physical Education and
stillness in symmetrical Health 2.(Tagalog) DepEd.
and asymmetrical shapes Falculita, Rogelio F. et.al.2013. pp.
PE3BM-Ig-h-16
using body parts other 300-301
than both feet as a base
of support
5. demonstrates movement
skills in response to PE3MS-Ia-h-1
sounds and music
6. identifies conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15
will improve posture Falculita, Rogelio F. et.al.2013. pp.
381-382
7. performs conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16
will improve body posture Falculita, Rogelio F. et.al.2013. pp.
381-382
8. engages in fun and Music, Art, Physical Education and
enjoyable physical activities Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-2 Falculita, Rogelio F. et.al.2013.
Suggested learning activities pp. 303-305. 313-314
 movement skills activities

K to 12 Physical Education Curriculum Guide May 2016 Page 21 of 67

SECOND QUARTER/ SECOND GRADING

Locations The learner . . . The learner . . . The learner . . .
(Behind,in front, 9. describes movements in a
under, over, demonstrates performs movements location, direction, level, PE3BM-IIa-b-17
personal space, understanding of accurately involving pathway and plane
general space) locations, directions, locations, directions,
Directions levels, pathways and levels, pathways and 10. moves in:
(linear-forward and planes planes.
backward, lateral-  personal and general
sideward, and multi- space
directional)  forward, backward,
Levels and sideward
(High, middle, low) directions PE3BM-IIc-h-18
Pathways  high, middle, and low
(Straight, curve, levels
zigzag)  straight, curve, and
and Planes zigzag pathways
(Diagonal, horizontal,  diagonal and
vertical, and horizontal planes
rotational) 11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies conditioning
1. MISOSA 5 - module 1
and flexibility exercises PE3PF-IIa-h-15
2. MISOSA 5 - module 5. pp. 1-5
that will improve body

K to 12 Physical Education Curriculum Guide May 2016 Page 22 of 67

THIRD QUARTER/ THIRD GRADING

Time The learner . . . The learner . . . 15. describes movements in
PE3BM-IIIa-b- MISOSA 4 – module 1 pp.3-4
(slow, slower, a location, direction,
17
slowest/fast, faster, demonstrates performs movements level, pathway and plane
fastest ) understanding of accurately involving 16. moves:
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow  at slow, slower,
lightest/strong, slowest/fast, faster,
PE3BM-IIIc-h-
stronger, strongest) fastest pace
19
and Flow  using light, lighter,
(smoothness of lightest/strong,
movement) stronger, strongest
force with smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Time The learner . . . The learner . . . sound
(slow, slower,
18. engages in fun and
slowest/fast, faster, demonstrates performs movements
enjoyable physical PE3PF-IIIa-h-2
fastest ) understanding of accurately involving
activities
Force movement in relation to time, force, and flow.
19. identifies conditioning
(light, lighter, time, force and flow
and flexibility exercises MISOSA 5 – module 1. pp.1-5
lightest/strong, PE3PF-IIIa-h-15
that will improve body
stronger, strongest)
mechanics
and Flow
(smoothness of 20. performs conditioning
movement) and flexibility exercises
that will improve body
mechanics

Suggested learning activities

 movement skills activities
locomotor, non-locomotor
and manipulative skills
 folk dances (Tiklos/ Kunday- PE3PF-IIIa-h-16 MISOSA 5 – module 1.
kunday)
 rhythmic routines (ribbon,
hoop, balls, and any available
indigenous/improvised
materials)
 lead up, organized and
indigenous games
 corrective exercises

FOURTH QUARTER/ FOURTH GRADING

Person The learner . . . The learner . . . The learner . . .
(Invidual, pair, group) 21. participates in various MISOSA 4 – module 5. pp.3-5
PE3BM-IV-a-b-
Objects demonstrates performs movement movement activities
20
(ribbon, hoop, balls, understanding of activities involving involving person, objects,
and any available movement activities person, objects, music music and environment
indigenous/improvised relating to person, and environment 22. moves:
materials), objects, music and correctly PE3BM-IV-c-h-
Sound and environment  individually, with 21
Environment partner, and with
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
(indoor and outdoor group
settings)  with ribbon, hoop,
balls, and any
Person The learner . . . The learner . . . available
(Invidual, pair, group) indigenous/improvised
Objects demonstrates performs movement materials
(ribbon, hoop, balls, understanding of activities involving  with sound
and any available movement activities person, objects, music  in indoor and outdoor
indigenous/improvised relating to person, and environment settings
materials), objects, music and correctly 23. demonstrates movement
Sound and environment skills in response to PE3MS-IV-a-h-1
Environment sounds and music
(indoor and outdoor 24. engages in fun and
settings) enjoyable physical PE3PF-IV-a-h-2
activities
25. identifies conditioning
PE3PF-IV-a-h-
and flexibility exercises
15
that will improve posture
26. performs conditioning
and flexibility exercises
that will improve body
mechanics

Suggested learning activities

 movement skills activities
locomotor, non-locomotor
and manipulative skills PE3PF-IV-a-h-
 folk dances (Tiklos/Kunday- 16
kunday)
 rhythmic routines (ribbon,
hoop, balls, and any available
indigenous/improvised
materials)
 lead up, organized and
indigenous games
corrective exercises

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K to 12 BASIC EDUCATION CURRICULUM
GRADE 4

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activities and 1. describes the physical PE4PF-Ia-16
physical fitness demonstrates participates and activity pyramid
understanding of assesses performance 2. explains the indicators for
PE4PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activities and assesses physical participation in physical
PE4PF-Ib-h-18
tamaang-tao/batuhang physical fitness fitness activities based on
bola, tatsing), physical activity pyramid
striking/fielding 4. explains the EASE PE - module 2. pp. 6-7, 12-
games (syato, basagang nature/background of PE4GS-Ib-1 13.
palayok, kickball) the games
5. describes the skills EASE PE - module 2.
Note: Games are not involved in the games PE4GS-Ib-2
limited to the above
6. observes safety
listed activities PE4GS-Ib-h-3
precautions
7. executes the different
PE4GS-Ic-h-4
skills involved in the game
8. recognizes the value of
participation in physical PE4PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and fair
PE4PF-Ib-h-20
play during participation
in physical activities
10. explains health and skill
related fitness PE4PF-Ia-21
components
11. identifies areas for
improvement
PE4PF-Ib-h-22

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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical activities and demonstrates participates and 13. explains the indicators
PE4PF-IIa-17
physical fitness understanding of assesses performance for fitness
participation in and in physical activities. 14. assesses regularly
Invasion games assessment of participation in physical
PE4PF-IIb-h-18
(agawan base, lawin at physical activities and assesses physical activities based on
sisiw, agawanpanyo) physical fitness fitness physical activity pyramid
15. explains the
Note: Games are not nature/background of the PE4GS-IIb-1
limited to the above games
listed activities 16. describes the skills
PE4GS-IIb-2
involved in the games
17. observes safety
PE4GS-IIb-h-3
precautions
18. executes the different
PE4GS-IIc-h-4
skills involved in the game
19. recognizes the value of
participation in physical PE4PF-IIb-h-19
activities
20. displays joy of effort,
respect for others and fair
PE4PF-IIb-h-20
play during participation
in physical activities
21. explains health and skill
related fitness PE4PF-IIa-21
components
22. identifies areas for
PE4PF-IIb-h-22
improvement
THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 24. explains the indicators for
PE4PF-IIIa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 25. assesses regularly PE4PF-IIIb-h-
indigenous, ethnic, assessment of participation in physical 18
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
traditional and physical activity and assesses physical activities based on
creative dances physical fitness fitness physical activity pyramid
26. explains the
nature/background of the PE4GS-IIIb-1
Note: Dances available dance
in the area can be 27. describes the skills
selected. PE4GS-IIIb-2
involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
29. executes the different
skills involved in the PE4GS-IIIc-h-4
dance
30. recognizes the value of
PE4PF-IIIb-h-
participation in physical
19
activities
31. displays joy of effort,
respect for others during PE4PF-IIIb-h-
participation in physical 20
activities
32. explains health and skill
related fitness PE4PF-IIIa-21
components
33. identifies areas for
PE4PF-IIIa-22
improvement
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 35. explains the indicators for
PE4PF-IVa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 36. assesses regularly
indigenous, ethnic, assessment of participation in physical
traditional and physical activity and assesses physical activities based on PE4PF-IVb-h-18
creative dances physical fitness fitness Philippines physical
activity pyramid
Note: Dances available 37. explains the
in the area can be nature/background of the PE4RD-IVb-1
selected. dance
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
38. describes the skills
PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities and 39. observes safety
precautions PE4RD-IVb-h-3
physical fitness demonstrates participates and
understanding of assesses performance 40. executes the different
participation and in physical activities. skills involved in the PE4RD-IVc-h-4
Folk (Liki/Ba-Ingles), assessment of dance
indigenous, ethnic, physical activity and assesses physical 41. recognizes the value of
traditional and physical fitness fitness participation in physical PE4PF-IVb-h-19
creative dances activities
42. displays joy of effort,
Note: Dances available respect for others during
in the area can be PE4PF-IVb-h-20
participation in physical
selected. activities
43. explains health and skill
related fitness PE4PF-IVa-21
components
44. identifies areas for
PE4PF-IVb-h-22
improvement

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 5

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the Philippines
PE5PF-Ia-16
fitness demonstrates participates and physical activity pyramid
understanding of assesses performance 2. explains the indicators for
PE5PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activity and assesses physical participation in physical
PE5PF-Ib-h-
tamaang-tao/batuhang physical fitness fitness activities based on the
18
bola, tatsing), Philippines physical activity
pyramid
striking/fielding games
(syato/,basagangpalayok, 4. explains the Ease P.E - Module 2. pp. 4. 6-
nature/background of the PE5GS-Ib-1 7. 12-13
kickball)
games
5. describes the skills involved
Note: Games are not PE5GS-Ib-2
in the games
limited to the above listed
activities 6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills
PE5GS-Ic-h-4
involved in the game
8. recognizes the value of
PE5PF-Ib-h-
participation in physical
activities 19
9. displays joy of effort,
respect for others and fair PE5PF-Ib-h-
play during participation in 20
physical activities
10. explains health and skill
PE5PF-Ia-21
related fitness components
11. identifies areas for
improvement
PE5PF-Ib-h-
22

K to 12 Physical Education Curriculum Guide May 2016 Page 30 of 67

K to 12 Physical Education Curriculum Guide May 2016 Page 31 of 67

K to 12 Physical Education Curriculum Guide May 2016 Page 32 of 67

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K to 12 BASIC EDUCATION CURRICULUM
GRADE 6

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the Philippines
PE6PF-Ia-16
activities and demonstrates participates and physical activity pyramid
physical fitness understanding of assesses performance 2. explains the indicators
PE6PF-Ia-17
participation and in physical activities. for fitness
assessment of physical 3. assesses regularly
Target games activity and physical assesses physical participation in physical
(Tumbang preso, fitness fitness activities based on the PE6PF-Ib-h-18
tamaang- Philippines physical
tao/batuhang activity pyramid
bola, tatsing), 4. explains the EASE P.E Module 2 pp.6-7,12-13
striking/fielding nature/background of PE6GS-Ib-1
games the games
(syato/,basagang 5. describes the skills EASE P.E Module 2 pp.6-7,12-13
palayok, kickball) involved in the games PE6GS-Ib-2
6. observes safety
PE6GS-Ib-h-3
precautions
Note: Games are
7. executes the different
not limited to the
skills involved in the PE6GS-Ic-h-4
above listed
game
activities
8. recognizes the value of
participation in physical PE6PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and
fair play during PE6PF-Ib-h-20
participation in physical
activities
10. explains health and skill
related fitness PE6PF-Ia-21
components
11. identifies areas for
improvement PE6PF-Ib-h-22

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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
SECOND QUARTER/ SECOND PERIOD
Assessment of The learner . . . The learner . . . 12. describes the
physical Philippines physical PE6PF-IIa-16
activities and demonstrates participates and activity pyramid
physical fitness understanding of assesses performance 13. explains the indicators
PE6PF-IIa-17
participation in and in physical activities. for fitness
assessment of physical 14. assesses regularly
Invasion games activities and physical assesses physical participation in physical
(agawan base, fitness fitness activities based on the PE6PF-IIb-h-18
lawin at sisiw, Philippines physical
agawan panyo) activity pyramid
15. explains the
Note: Games are nature/background of PE6GS-IIb-1
not limited to the the games
above listed 16. describes the skills
activities PE6GS-IIb-2
involved in the
games
17. observes safety
PE6GS-IIb-h-3
precautions
18. executes the different
skills involved in the PE6GS-IIc-h-4
game
19. recognizes the value of
participation in physical PE6PF-IIb-h-19
activities
20. displays joy of effort,
respect for others and
fair play during PE6PF-IIb-h-20
participation in physical
activities
21. explains health and skill
related fitness PE6PF-IIa-21
components

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K to 12 BASIC EDUCATION CURRICULUM
22. identifies areas for
improvement
PE6PF-IIb-h-22

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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the
physical Philippines physical PE6PF-IIIa-16
activities and demonstrates participates and activity pyramid
physical fitness understanding of assesses performance 24. explains the indicators
PE6PF-IIIa-17
participation and in physical activities. for fitness
Folk (Itik-itik for assessment of physical 25. assesses regularly
girls and activity and physical assesses physical participation in physical
Maglalatik for fitness fitness activities based on the PE6PF-IIIb-h-18
boys), Philippines physical
indigenous, activity pyramid
ethnic, 26. explains the
traditional and nature/background of PE6RD-IIIb-1
creative dances the dance
27. describes the skills
Note: Dances PE6RD-IIIb-2
involved in the dance
available in the 28. observes safety
area can be PE6RD-IIIb-h-3
precautions
selected. 29. executes the different
skills involved in the PE6RD-IIIc-h-4
dance
30. recognizes the value of
participation in physical PE6PF-IIIb-h-19
activities
31. displays joy of effort,
respect for others
PE6PF-IIIb-h-20
during participation in
physical activities
32. explains health and skill
related fitness PE6PF-IIIa-21
components
33. identifies areas for
improvement
PE6PF-IIIb-h-22

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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the
physical Philippines physical PE6PF-IVa-16
activities and demonstrates participates and activity pyramid
physical fitness understanding of assesses performance 35. explains the indicators
PE6PF-IVa-17
participation and in physical activities. for fitness
Folk (Itik-itik for assessment of physical 36. assesses regularly
girls and activity and physical assesses physical participation in physical
Maglalatik for fitness fitness activities based on the PE6PF-IVb-h-18
boys), Philippines physical
indigenous, activity pyramid
ethnic, 37. explains the
traditional and nature/background of PE6RD-IVb-1
creative dances the dance
38. describes the skills
Note: Dances PE6RD-IVb-2
involved in the dance
available in the 39. observes safety
area can be PE6RD-IVb-h-3
precautions
selected. 40. executes the different
skills involved in the PE6RD-IVc-h-4
dance
41. recognizes the value of
participation in physical PE6PF-IVb-h-19
activities
42. displays joy of effort,
respect for others
PE6PF-IVb-h-20
during participation in
physical activities
43. explains health and skill
related fitness PE6PF-IVa-21
components
44. identifies areas for
PE6PF-IVb-h-22
improvement

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 7

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs: The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE7PF-Ia-h-
Training Guidelines, FITT demonstrates designs an and physical fitness
23
Principles understanding of individualized assessments
guidelines and exercise program 2. sets goals based on PE7PF-Ia- OHSP PE 1 Q1 – module 1
Endurance, Muscle- and Bone- principles in to achieve assessment results 24
strengthening Activities: exercise program personal fitness 3. identifies training OHSP PE 1 Q1 – module 1
a. individual sports design to achieve PE7PF-Ib-
guidelines and FITT
1. running personal fitness 25
principles
2. rhythmic sportive 4. recognizes barriers(low OHSP PE 1 Q1 – module 1
gymnastics PE7PF-Ib-
level of fitness, lack of
3. swimming 26
skill and time) to exercise
b. dual sports PE7PF-Ic- OHSP PE 1 Q1 – module 1
1. badminton 5. prepares an exercise
27
2. table tennis program
3. tennis 1. OHSP PE 1 Q2 module1
c. combative sports 2. OHSP PE 1 Q2 module2
1. arnis(anyo) 3. OHSP PE 1 Q2 module3
2. taekwondo(poomsae) 4. OHSP PE 1 Q3 module 1
3. karate(kata) 5. Enjoy Life with P.E and Health II.
Darilag, Agripino G. et.al 2012. P.
Note: Activities dependent on 6. describes the nature and 69.*
teacher capability and school PE7GS-Id-5
background of the sport 6. EdukasyongPangkatawan,Kalusugan
resources. at Musika III. Adriano, Celia T.
et.al. 1999. Pp. 73-74.90.*
7. EdukasyongPangkatawan,
Kalusugan at Musika I. Abejo, Mary
Placid. Et.al. DepEd. 1994. Pp. 164.
173. 181-182.268
1. OHSP PE 1 Q2 module1
7. executes the skills
PE7GS-Id- 2. OHSP PE 1 Q2 module2
involved in the sport
h-4 3. OHSP PE 1 Q2 module3
4. OHSP PE 1 Q3 module 1

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K to 12 Physical Education Curriculum Guide May 2016 Page 40 of 67

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K to 12 Physical Education Curriculum Guide May 2016 Page 42 of 67

40. keeps the importance of

PE7PF-IVd-
winning and losing in
h-32
perspective

K to 12 Physical Education Curriculum Guide May 2016 Page 43 of 67

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 8

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER/ FIRST GRADING
Exercise Programs: The learner . . . The learner . . . The learner. . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE8PF-Ia-h-23
Training Guidelines, demonstrates designs a physical and physical fitness
FITT Principles understanding of activity program for assessments
guidelines and the family/school 2. conducts physical activity and OHSP PE 1 Q1 – module 1
Endurance, Muscle- and principles in peers to achieve physical fitness assessments PE8PF-Ib -36
Bone-strengthening exercise program fitness of family/school peers
Activities: design to achieve OHSP PE 1 Q1 – module 1
3. sets goals based on
team sports (basketball, fitness PE8PF-Ia-24
assessment results
volleyball,
football/futsal, goalball, 4. identifies training guidelines OHSP PE 1 Q1 – module 1 p.13
PE8PF-Ib-25
softball, baseball) and FITT principles
5. recognizes barriers (low level OHSP PE 1 Q1 – module 1
of fitness, lack of skill and PE8PF-Ib-26
Note: Activities time) to exercise
dependent on teacher 6. prepares a physical activity OHSP PE 1 Q1 – module 1
capability and school PE8PF-Ic-27
program
resources. 1. EASE PE - module 5 p.4.
2. Enjoy Life with P.E and Health
II. Darilag, Agripano G. et.al.
7. describes the nature and 2012. pp. 87-97. 110-118.*
PE8GS-Id-1
background of the sport 3. Edukasyong Pangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
1. EASE PE - module 5 pp.9-13
2. Life with P.E and Health II.
Darilag, Agripino G. et.al. 2012.
8. executes the skills involved in pp. 88-94.*
PE8GS-Id-h-4
the sport

K to 12 Physical Education Curriculum Guide May 2016 Page 44 of 67

13. displays tolerance and

acceptance of individuals
PE8PF-Id-h-37
with varying skills and
abilities

K to 12 Physical Education Curriculum Guide May 2016 Page 45 of 67

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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
 SECOND QUARTER/ SECOND PERIOD
Exercise Programs: The learner . . . The learner . . . 14. undertakes physical activity OHSP PE 1 Q1 – module 1
and physical fitness PE8PF-Iia-h-23
Training Guidelines, demonstrates 45odifies physical assessments
FITT Principles understanding of activity program for 15. conducts physical activity and OHSP PE 1 Q1 – module 1
guidelines and the family/school physical fitness assessments PE8PF-Iia-36
Endurance, Muscle- and principles in peers to achieve of family/school peers
Bone-strengthening exercise program fitness 16. sets goals based on OHSP PE 1 Q1 – module 1
Activities: design to achieve PE8PF-Iib-24
assessment results
team sports (basketball, fitness 17. recognizes barriers (low level OHSP PE 1 Q1 – module 1
volleyball, of fitness, lack of skill and PE8PF-Iid-h-26
football/futsal, goalball, time) to exercise
softball, baseball) 18. prepares a physical activity OHSP PE 1 Q1 – module 1
PE8PF-Iic-27
program
1. EASE PE - module 5 p.4.
Note: Activities 19. describes the nature and 2. Enjoy Life with P.E and Health
dependent on teacher PE8GS-Iic-1
background of the sport II. Darilag, Agripino G. et.al.
capability and school 2012. Pp. 87-97. 110-118.*
resources. 20. executes the skills involved in EASE PE - module 5 pp.9-13
PE8GS-IId-h-4
the sport
1. OHSP PE 1 Q1 – module 1
2. Enjoy Life with P.E and Health
II. Darilag, Agripino G. et.al.
21. monitors periodically progress 2012. pp. 162-166.*
PE8PF-IId-h-28
towards the fitness goals 3. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
pp. 9-10.*
22. distinguishes facts from OHSP PE 1 Q1 – module 1
fallacies and misconceptions
PE8PF-IId-29
about physical activity
participation
1. OHSP PE 1 Q1 – module 1
23. performs appropriate first aid
2. Enjoy Life with P.E and Health
for injuries and emergency
PE8PF-IId-30 II. Darilag, Agripino G. et.al.
situations in physical activity
2012. pp. 212-232.*
and sport settings
3. Edukasyong Pangkatawan,
K to 12 Physical Education Curriculum Guide May 2016 Page 46 of 67
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Kalusugan at Musika I. DepEd.
Abejo, Mary Placid. 1994. p. 52
24. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-IId-h-31
achieving fitness
25. displays tolerance and OHSP PE 1 Q1 – module 1
acceptance of individuals
PE8PF-IId-h-37
with varying skills and
abilities
 THIRD QUARTER/ THIRD PERIOD
Exercise Programs: The learner . . . The learner . . . 26. undertakes physical activity OHSP PE 1 Q1 – module 1
and physical fitness PE8PF-IIIa-h-23
Training Guidelines, demonstrates Modifies a physical assessments
FITT Principles understanding of activity program for 27. reviews goals based on OHSP PE 1 Q1 – module 1
PE8PF-IIIa-34
guidelines and the family/school assessment results
Endurance, Muscle- and principles in peers to achieve 28. addresses barriers (low level OHSP PE 1 Q1 – module 1
Bone-strengthening exercise program fitness of fitness, lack of skill and PE8PF-IIIb-33
Activities: design to achieve time) to exercise
fitness 1. EASE PE - module 5
2. Enjoy Life with P.E and Health
team sports (basketball, II. Darilag, Agripino G. et.al.
volleyball, 29. describes the nature and 2012. pp. 87-97. 110-118.*
football/futsal, goalball, PE8GS-IIIc-1
background of the sport 3. EdukasyongPangkatawan,
softball, baseball) Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
Note: Activities 30. executes the skills involved in EASE PE - module 5
dependent on teacher PE8GS-IIId-h-4
the sport
capability and school 1. OHSP PE 1 Q1 – module 1
resources. 2. Enjoy life with P.E and Health
II. Darilag, Agripino G. et.al.
31. monitors periodically one’s
2012. pp. 162-166.*
progress towards the fitness PE8PF-IIId-h-28
3. Edukasyong Pangkatawan,
goals
kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
pp. 9-10.*
32. performs appropriate first aid 1. OHSP PE 1 Q1 – module 1
PE8PF-IIId-30
for sport-related injuries 2. Enjoy Life with P.E and Health
K to 12 Physical Education Curriculum Guide May 2016 Page 47 of 67
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
The learner . . . (cramps,sprain, heat II. Darilag, Agripino G. et.al.
Exercise Programs: The learner . . . exhaustion) 2012. pp. 212-232.*
Modifies a physical 3. EdukasyongPangkatawan,
Training Guidelines, demonstrates activity program for Kalusugan at Musika I. DepEd.
FITT Principles understanding of the family/school Abejo, Mary Placid. et.al. 1994.
guidelines and peers to achieve p. 52
Endurance, Muscle- and principles in fitness 33. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-IIId-h-31
Bone-strengthening exercise program achieving fitness
Activities: design to achieve OHSP PE 1 Q1 – module 1
fitness

team sports (basketball,

volleyball,
football/futsal, goalball, 34. displays tolerance and
softball, baseball) acceptance of individuals
PE8PF-IIId-h-37
with varying skills and
abilities
Note: Activities
dependent on teacher
capability and school
resources.

 FOURTH QUARTER/ FOURTH PERIOD

Exercise Programs: The learner . . . The learner . . . 35. undertakes physical activity PE8PF-IVa-h-23 OHSP PE 1 Q1 – module 1
and physical fitness
Training Guidelines, demonstrates modifiesna physical assessments
FITT Principles understanding of activity program for 36. reviews goals based on OHSP PE 1 Q1 – module 1
PE8PF-IVa-34
guidelines and the family/school assessment results
Endurance, Muscle- and principles in peers to achieve 37. addresses barriers (low level OHSP PE 1 Q1 – module 1
Bone-strengthening exercise program fitness of fitness, lack of skill and PE8PF-IVb-33
Activities: design to achieve time) to exercise
fitness 1. OHSP PE 1 Q4
Folk Dances with Asian 2. Enjoy Life with P.E and Health
Influences (Pangalay, 38. describes the nature and II. Darilag, Agripino G. et.al.
Sakuting, Sua-ku-sua, PE8RD-IVc-1
background of the dance 2012. pp. 143-151.*
Binislakan)

K to 12 Physical Education Curriculum Guide May 2016 Page 48 of 67

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Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
K to 12 BASIC EDUCATION CURRICULUM

GRADE 9

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and Weight The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
Management (physical 1. undertakes physical activity
activity and eating habits) demonstrates maintains an active and physical fitness PE9PF-Ia-h-23
understanding of lifestyle to influence assessments
lifestyle and weight the physical activity 2. assesses eating habits based OHSP PE 1 Q1 – module 1
management to participation of the on the Philippine Food PE9PF-Ia-39
promote community Pyramid/My Food Plate
Sports Officiating community fitness 3. determines risk OHSP PE 1 Q1 – module 1
practices healthy factors(obesity, physical
eating habits that inactivity, poor nutrition,
support an active smoking) for major non
lifestyle PE9PF-Ia-40
communicable diseases
lifestyle-related (e.g.
diabetes, heart disease,
stroke, cancer)
1. OHSP PE 1 Q1 – module 1
2. OHSP PE 1 Q2 - modules 1
3. OHSP PE 1 Q2 - modules 2
4. officiates pratice and 4. OHSP PE 1 Q2 - modules 3
PE9GS-Ib-h-5
competitive games 5. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
Pp. 101-124.*
5. distinguishes facts from myths OHSP PE 1 Q1 – module 1
PE9PF-Ia-29
and misinformation
associated with eating habits
1. OHSP PE 1 Q1 – module 1
2. Enjoy Life with P.E and Health
6. monitors periodicallyone’s
II. Darilag, Agripino G. et.al.
progress towards the fitness PE9PF-Ib-h-28
2012. Pp. 162-166.*
goals
3. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.

K to 12 Physical Education Curriculum Guide May 2016 Page 50 of 67

K to 12 Physical Education Curriculum Guide May 2016 Page 51 of 67

K to 12 Physical Education Curriculum Guide May 2016 Page 52 of 67

OHSP PE 1 Q1 – module 1
26. monitors periodically one’s
PE9PF-IIIb-h-
progress towards the fitness
28
goals

27. performs appropriate first aid OHSP PE 1 Q1 – module 1

for injuries and emergency
situations in physical activity PE9PF-IIIb-h-
and dance settings 30
(cramps,sprain, heat
exhaustion)
OHSP PE 1 Q1 – module 1

28. involves oneself in community

PE9PF-IIIg-h-
service through dance activities
41
in the community

K to 12 Physical Education Curriculum Guide May 2016 Page 53 of 67

FOURTH QUARTER/ FOURTH PERIOD

Active Recreation The learner . . . The learner . . . 1. EASE PE - module 2
a. Indoor 2. EASE PE - module 5
30. discusses the nature and
1. individual and demonstrates maintains an active 3. OHSP PE 1 Q1 – module 1
background of indoor and PE9GS-IVa-6
dual sports understanding of lifestyle to influence 4. OHSP PE 1 Q2 – module 1
outdoor recreational activities
2. team sports lifestyle and weight the physical activity 5. OHSP PE 1 Q2 – module 2
3. dances management to participation of the 6. OHSP PE 1 Q2 – module 3
promote community 1. EASE PE - module 2
b. Out door community fitness 2. EASE PE - module 5
1. Hiking practices healthy 3. OHSP PE 1 Q1 – module 1
2. Camping eating habits that 31. participates in active 4. OHSP PE 1 Q2 – module 1
PE9GS-IVb-h-7
3. Orienteering support an active recreation 5. OHSP PE 1 Q2 – module 2
4. Biking lifestyle 6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 - module 1
Note: Activities not 32. advocates community efforts OHSP PE 1 Q1 – module 1
limited to the above list to increase participation in
PE9PF-IVb-h-43
physical activities and
improve nutrition practices
33. practices environmental ethics OHSP PE 1 Q1 – module 1
(e.g Leave No Trace) during
PE9PF-IVb-h-44
participation in recreational
activities of the community

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 10

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module 1
Management (physical 2. Edukasyong Pangkatawan,
activity and eating habits) demonstrates maintains an active Kalusugan at Musika III. Adriano,
understanding of lifestyle to influence Celia T. et.al. 1999. pp. 19-25.*
The learner . . .
lifestyle and the physical activity 3. Edukasyong Pangkatawan,
1. assesses physical activity,
Active Recreation weight participation of the PE10PF-Ia-h- Kalusugan at Musika I. DepEd.
exercise and eating habits
(sports) management to community and 39 Abejo, Mary Placid. et.al. 1994. pp.
promote societal society 76-80
Suggested activities fitness 4. Enjoy life with P.E and Health II.
practices healthy Darilag, Agripino G. et.al. 2012. pp.
1. individual and dual eating habits that 40-45.*
sports support an active 2. determines risk factors OHSP PE 1 Q1 – module 1
2. team sports lifestyle related to lifestyle diseases
PE10PF-Ia-40
3. fitness activities (obesity, diabetes, heart
(strength training, disease)
running and walking 1. OHSP PE 1 Q1 – module 1
for fitness, yoga, 3. engages in moderate to
2. OHSP PE 1 Q2 – module 1
vigorous physical activities PE10PF-Ib-h-
group exercises) 3. OHSP PE 1 Q2 – module 2
for at least 60 minutes a day 45
4. OHSP PE 1 Q2 – module 3
in and out of school
5. OHSP PE 1 Q3 – module 1
1. EASE PE - module 2
2. EASE PE - module 5
3. OHSP PE 1 Q1 – module 1
4. applies correct techniques to PE10PF-Ib-h-
4. OHSP PE 1 Q2 – module 1
minimize risk of injuries 56
5. OHSP PE 1 Q2 – module 2
6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 – module 1
5. analyzes the effects of media OHSP PE 1 Q1 – module 1
and technology on fitness PE10PF-Ib-46
and physical activity
6. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-Ib-47
on fitness and physical

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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
activity issues
7. expresses a sense of purpose OHSP PE 1 Q1 – module 1
and belongingness by
PE10PF-Ib-h-
participating in physical
48
activity-related community
services and programs
SECOND QUARTER/ SECOND PERIOD
Lifestyle and Weight The The learner 8. assesses physical activities, PE10PF-IIa-h- OHSP PE 1 Q1 – module 1
Management (physical learner ... ... exercises and eating habits 39
activity and eating habits) 9. determines risk factors OHSP PE 1 Q1 – module 1
demonstrates maintains an active related to lifestyle diseases PE10PF-IIa-
Active Recreation understanding of lifestyle to influence (obesity, diabetes, heart 40
(sports) lifestyle and the physical activity disease)
weight participation of the 1. EASE PE - module 2
Suggested activities management to community and 2. EASE PE - module 5
10. engages in moderate to
promote societal society 3. OHSP PE 1 Q1 – module 1
vigorous physical activities for PE10PF-IIc-h-
1. individual and dual fitness 4. OHSP PE 1 Q2 – module 1
at least 60 minutes a day in 45
sports practices healthy 5. OHSP PE 1 Q2 – module 2
2. teams sports and out of school
eating habits that 6. OHSP PE 1 Q2 – module 3
3. fitness activities support an active 7. OHSP PE 1 Q3 – module 1
(strength training, lifestyle 1. EASE PE - module 2
running and walking for 2. EASE PE - module 5
fitness, yoga, group 3. OHSP PE 1 Q1 – module 1
exercises) 11. applies correct techniques to PE10PF-IIc-h-
4. OHSP PE 1 Q2 – module 1
minimize risk of injuries 56
5. OHSP PE 1 Q2 – module 2
6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 – module 1
12. analyzes the effects of OHSP PE 1 Q1 – module 1
PE10PF-IIb-
media and technology on
fitness and physical activity 46
13. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-IIb-
on fitness and physical 47
activity issues
14. expresses a sense of purpose OHSP PE 1 Q1 – module 1
PE10PF-IIc-h-
and belongingness by
48
participating in physical
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
activity-related community
services and programs
THIRD QUARTER/ THIRD PERIOD
Other Dance Forms The The learner 15. assesses physical activities, PE10PF-IIIa- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... ... exercises and eating habits h-39
Cheer dance, Contemporary 16. determines risk factors OHSP PE 1 Q1 – module 1
dance) demonstrates maintains an active related to lifestyle diseases PE10PF-IIIa-
understanding of lifestyle to influence (obesity, diabetes, heart 40
lifestyle and the physical activity disease)
weight participation of the 17. engages in moderate to OHSP PE 1 Q4 – module 1
management to community and vigorous physical activities PE10PF-IIIc-
promote societal society for at least 60 minutes a day h-45
fitness in and out of school
practices healthy 18. applies correct techniques to PE10PF-IIIc- OHSP PE 1 Q4 – module 1
eating habits that minimize risk of injuries h-56
support an active 19. analyzes the effects of media OHSP PE 1 Q1 – module 1
lifestyle PE10PF-IIIb-
and technology on fitness
46
and physical activity
20. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-IIIb-
on fitness and physical 47
activity issues
21. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and belongingness
PE10PF-IIIc-
by participating in physical
h-48
activity-related community
services and programs
22. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIc-
others in real life and in
h-49
meaningful ways
FOURTH QUARTER/ FOURTH PERIOD
Other Dance Forms The The learner ... 23. assesses physical activities, PE10PF-IVa- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... exercises and eating habits h-39
Cheer dance, Contemporary maintains an active 24. determines risk factors OHSP PE 1 Q1 – module 1
dance) demonstrates lifestyle to influence related to lifestyle diseases PE10PF-IVa-
understanding of the physical activity (obesity, diabetes, heart 40
lifestyle and participation of the disease)
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
weight community and 25. engages in moderate to OHSP PE 1 Q4 – module 1
management to society vigorous physical activities PE10PF-IVc-h-
promote societal for at least 60 minutes a 45
Other Dance Forms fitness practices healthy day in and out of school
(Hip-hop, Street dance, eating habits that 26. applies correct techniques PE10PF-IVc-h- OHSP PE 1 Q4 – module 1
Cheer dance, Contemporary support an active to minimize risk of injuries 56
dance) lifestyle 27. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology on PE10PF-IVb-
fitness and physical 46
activity
28. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media PE10PF-IVb-
information on fitness and 47
physical activity issues
29. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and
PE10PF-IVc-h-
belongingness by
48
participating in physical
activity-related
30. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIc-
others in real life and in
h-49
meaningful ways

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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY

Adherence Voluntary, self-regulated and sustained regular participation in exercise program

Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive
Anxiety
sweating, biting of nails and fidgeting
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities.
Apparently healthy Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
individual major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major
CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk
factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until
(BLS) rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.

Burnout Exhaustion and diminished interest resulting from long term-stress

Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.

Collapse To fall down

Competition
This comprises of individuals and material resources where competition is held
environment
Competition
environment Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes
Conflict or performance.
management Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during
or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new
Dance Mixers
partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness

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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY

Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes

Directions refer to linear-forward and backward, lateral sideward and multi- directional movement

Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties

Dynamic Flexibility is doing flexibility exercises while moving

Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.

Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness

Exercise program A carefully designed plan for improving health or fitness.

Feasibility
Assessment of how beneficial or practical the development of a particular system will be to an event.
assessment
First aid An immediate and temporary care given to a person who suddenly gets ill or injured

Flexibility Is the ability of a person to bend or stretch without hurting themselves.

Flow Refers to smoothness of movement

Force Refers to light, lighter, lightest/strong, stronger and strongest

Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).

Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.

General space Is an unlimited area where you move from one place to another.

Group dynamics Behavioural and psychological processes which occur within a group

Head level dribbling It is dribbling the balloon the head level/head and waist in between.

Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.

Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.

Hop Push off 1 foot, land on same foot. Vertical or horizontal

Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates

Hypothermia A condition in which core temperature drops below the required temperature (37 0 C)for normal metabolism and body functions

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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY

Implements An instrument, tool, or utensil for accomplishing work.

Inclusion The principle of ensuring participation of all learners.

Indigenous game Is a native game in one place specially in a region or country

Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal

Knee level dribbling Is dribbling the ball on the knee level/below.

Kunday Literary means move the hands gracefully somewhat like a kumintang

Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.

Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap

Levels Refer to high, Middle, and Low movements

Life skills Behaviours used appropriately and responsibly in the management of personal affairs

Location Refer to behind, infront, under, over, personal space, and general space

Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.

Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
strategies
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
Motor control
the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability for skilled behaviour
Movement screen An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. The
assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space

Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials

Parameter A measurable factor of a set that defines a system.

PAR-Q Physical Activity Readiness Questionnaire

Performance Measures taken to perform better in sports or exercise.

K to 12 Physical Education Curriculum Guide May 2016 Page 61 of 67
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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
enhancement

Performance goal Specific personal standard unaffected by the performance of others

Person Refers to individual partners, group.

Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or self-
Is a given space when you move in your fixed position.
space
Any bodily activity that enhances or maintains physical fitness, health and wellness
Physical activity
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness A state of good health and well-being of an individual

Planes Refer to a diagonal, horizontal, vertical, rotational

Preventive activities Activities that help avoid injuries

Promotional
A careful plan for spreading the word about a product or service to stakeholders and the broader public.
strategies
Psychological
Mental, emotional, or behavioural consequence.
impact
Psychosocial Individual and social factors influencing participation, performance, adherence and well-being in sports and exercise

Pull Exert force on object to move it towards source of force

Punch Use forceful actions with various body parts – hands, feet knees, elbows.

Push Try to move away by pressure.

Recreation
Teaching sports and other related activities as leisure pursuits.
instruction
Rehabilitative
Activities designed to restore something to its former condition.
activities
Rhythmic routine Is an activity that helps us express our feeling to a person and the objects used.

Ring Is one of the many implements that can be used in rhythmic routines.

Risk assessment Assessment of threats, problems and other concerns that may arise in an event.

Run Move fast by using the feet, with one foot off the ground at any given time

K to 12 Physical Education Curriculum Guide May 2016 Page 62 of 67

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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY

Safety awareness Knowledge of safety issues and of potential hazards to reduce risk and threat to life

Self-efficacy Belief in one’s ability to complete a task or reach one’s goal.

Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training

Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide

Slash Longer movements but powerful like punches (picture a slashing sword)

Slide Step to the side, close with other foot, step to the side again, close with other…
The need to equip the learner with skills to manage the demands of one’s study and training through integral formation. This is significant to an
Sport-life balance
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.

Stress Anything that poses threat or challenge to body and/or mind.

Stretch Extend the limbs or muscles, or the entire body.

Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to improve the
Stretching
muscle’s felt elasticity and achieve comfortable muscle tone.
Sway Swing unsteadily; rock by moving back and forth sideways.

Swing Move or walk in a to and fro or swaying manner.

Is a dance which refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare the soil for
Tiklos
planting
Time Refers to slow, slower, slowest/fast, faster, fastest.

Tumbang Preso Is the game that will test your skills in running, walking, and dodging in slow and fast pace in varying directions.

Turn Partial or full rotation of the body while shifting the base of support (spin to make yourself dizzy)

Twist Rotate body or body parts around a stationary base (twist upper body back and forth, keep feet still)

Waist level Is dribbling the ball on the waist level/waist and knee in between. Waist level

Walk Using the feet to advance the steps.

K to 12 Physical Education Curriculum Guide May 2016 Page 63 of 67

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K to 12 BASIC EDUCATION CURRICULUM

CODE BOOK LEGEND

Sample: PE2PF-IIa-h-14

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and

Strand/ Subject or Physical Education
Specialization Body Management EL
First Entry PE2

Grade Level Grade 2

Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF

-
Physical Fitness PF
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II

Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week one to eight a-h Games and Sports GS
specific week
-
Observes correct posture
and body mechanics Rhythms and Dance RD
Arabic Number Competency
while performing
14
movement activities

K to 12 Physical Education Curriculum Guide May 2016 Page 64 of 67

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K to 12 BASIC EDUCATION CURRICULUM

REFERENCES

Alejandro, Reynaldo, Philippine Dance, (New Manila: Vera-Reyes, Inc., 1978)

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Aquino, Francisca R. Dances for All Occasions. (Manila: National Bookstore, 1985)

Aquino, Francisca R. Foreign Folk Dances. (Manila: National Bookstore, 1987)

Aquino, Francisca R. Philippine Folk Dances Vols. I, II, III, IV, V and VI. (Manila: National Book Store, 1987)

Aquino, Gaudencio V. Effective Teaching, 3rded.(Manila: National Book Store, 2003)

Austin, George. Swimming for Fitness. (London: London A and C Blad Co., 1994)

Balajadia-Ducut, Ruth M. and Pangilinan, Diana B. Manual of Standards for Research. (Manila: University of the Assumption Press, 2006)

Baum, Gartner T. Measurement for Evaluation in PE (USA: Boston Houghter Mifflin, 2000)

Borich, Gary D. Effective Teaching Methods. 5thed. (New Jersey: Pearson Education, Inc., 2004)

Bowe, Franl. Birth to five; Early Childhood Special Education: (New York: Delmar, 1995)

Brooks, George. Exercise Physiology. (USA: California Mayfield Publishing, 2000)

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Bucher, Charles A., Foundations of Physical Education and Sports 12th edition. (USA: Mosby-Year Book, Inc., 1989)

Bucher, Charles and Krotee, March. Management of PE and Sport. (USA: Missouri Mosby Books, 1987)

Bush, Paul. All you wanted know about swimming. (New Delhi: New Down Press, 2007)

Butler, Richard J. Sports Psychology in Action. (England: Butterworth Heinemann Ltd., 1996)

Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991.
K to 12 Physical Education Curriculum Guide May 2016 Page 65 of 67
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K to 12 BASIC EDUCATION CURRICULUM
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1998.

Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010

Byl, John. Co-Educational Recreational Games. (USA: New York Human Kinetics, 2002)

Capon, Jack. Perceptual Motor Development. (USA: Belmont Ca. Fearon Pittman, 1975)

Clarke, Mary Crisp Clement. History of Dance. (London: Obis Publishing, 1981)

Clement, Annie and Artman, Betty G. The Teaching of Physical Skills, (WCB Brown and Benchwork, 1996)

Corbin, Charles et. al., Concept on Fitness and Wellness. (USA: McGraw Hill Higher Education, 2003)

Danny, Sauder and Swalley Nina. Simulation and Games as Transition Change. (USA: John Hopkins University Press, 2000)

Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for Children 9thed., (New York: Macmillan Publishing Company, 1989)

Diñoso, Clarita P. Gymnastic Book. (Quezon City: Rex Bookstore, 1982)

Dutta Pratik. Strategies on Games, tricky and practice. (USA: University of Toronto Press, 2004)

Eisner, Elliot W. The Educational Imagination, Our Design and Evaluation of School Program 3rd Edition, (New York: Macmillan, 1994)

Ellington, Henry and Gordon, Monica. Using Games and Simulations in the Classroom. (U.K.: Jen University, 1998)

Fajardo, Libertad V., Visayan Folk Dances Vols. I, (Manila: National Book Store, 1979)

Fajardo, Libertad V. See the World in Dances. (Manila: National Book Store, 1967)

Francis, M. C. Principles of Classroom Management. (New Jersey: Eaglewood Cliffs, Prentice Hall, 2006)

Gabao, Larry A., Dance with Me, (Manila: PNU Press, 2007)

Gallahue, David. and Ozmun, John. Understanding Motor Development 5th edition. (New York: Human Kinetics, 2002)

Garrett, William. Exercise and Sport Science. (Philadelphia USA: Lippincot and Williams Wilkins, 2000)

Gogningco, Leonor O., Dances of the Emerald Isles. (Quezon City: Ben Lor Publishing, 1980)

K to 12 Physical Education Curriculum Guide May 2016 Page 66 of 67

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
K to 12 BASIC EDUCATION CURRICULUM
Gootman, Marilyn. Classroom Management. (New Jersey: Eaglewood Cliffs, Prentice Hall, 2008)

Greenberg, Jerrold et. al., Physical Fitness and Wellness. (USA: Simon Schuster Co., 1995)

Hennessy, Betty F., Physical Education Source Book, (Illinois: Human Kinetics Champaign, 1996)

Henson, Mari. Game Filipino Children Used to Play, (Quezon City: Rex Publishing, 2001)

Hinson, Curt. Fitness for Children, (Champaign Illinois: Human Kinetics, 1995)

Hoeger, Sharon and Hoeger Werner. Principles and Labs for Fitness and Wellness. (Wadsworth, 2004)

Hoeger, Werner. Fitness and wellness 5th edition. (Callifornia: Mayfield Publishing, 2002)

Hutchinson, Walter. Customs of the World. (Delhi India: Reprint, 1984)

Jensen, Clayne R., Applied Kinesiology. (New York: McGraw Hill, 1977)

Johnson, Larry I. and Jack K. Nelson. Practical Measurement for Evaluation in Physical Education 4th Ed., (London, 1986)

Jonas, Gerald. The Power of Dance Around the World. (UK: BBC Books, 1992)

Katz, Jane Ed. D. Updated, Swimming for total fitness Dolphine Book. (New York, 1992)

Katz and Brunning , Swimming for Total Fitness. (New York: Doubleday Dell Publishing, 2003)

Kinchner, Glenn. Physical Education for Elementary School Children. (UK: W.C. Brown Publishers, 1992)

Klein, Hans T., The Arts of Interactive Teaching with cases, simulations, games and methods, (California: University of California Press, 2002)

Kogar, Sheila. Step by step: A complete movement education curriculum. (Champaign Illinois: Human Kinetics, 2004)

Kraus, Richard et. al.. History of Dance in Art and Education. (New Jersey: Eaglewood Cliffs, 1991)

Lee, Martin. Coaching Children in Sport Principles and Practice. (UK, 1993)

Lews, Rena et. al.. Teaching Special Students in the Mainstream. (Columbus , Ohio: Bell and Howell, 1983)

McCornick, Brian. Crossover. The new model of youth basketball. (USA: Washington D.C., 2008)

K to 12 Physical Education Curriculum Guide May 2016 Page 67 of 67

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
K to 12 BASIC EDUCATION CURRICULUM
Miller, David K., Measurement by the Physical Educator. (Virginia: McGraw-Hill, 2001)

Morris, Jim Stiehl. Changing Kids Games. (Human Kinetics, New York, 1999)

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Pangrazi, Robert P. and Darst, Paul W.. Dynamic Physical Education Curriculum and Instruction for Secondary Students. (Minnesota: Burgess Co., 1985)

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Rosato, Frank. Fitness and Wellness. (USA: West Publishing, 1990)

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Thomer, David. Swimming Steps to Success. (New York, USA: Human Kinetics, 2005)

Villarus, Basillio Esteban. Treading though: 45 years of Philippine dance. (Quezon City: U.P. Press, 2006)

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