Physical education k to 12 curriculum guide

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)

January 31, 2012

K TO 12 PHYSICAL EDUCATION

CONCEPTUAL FRAMEWORK

The Physical Education Curriculum under the K to 12 Basic Education Program is anchored on the tenet “Move to Learn, Learn to Move” with ultimate goal of
achieving lifelong fitness. The framework is bounded on the context of legal and philosophical underpinnings pursuant to Article IV Section 19 of the Philippine
Constitution which mandates that:

The State shall promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international
competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry. All educational institutions shall
undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.

This curriculum shall contribute to the development of fitness, health and wellness among school-age students as provided in the program’s rich and challenging
physical activity experiences. It shall promote the development of a participative and active body; learning to use the body in moving efficiently and effectively in a
given space, time, effort and assurance of quality movement. The desire for becoming a physically educated person, thus aid an individual in successfully selecting
and in participating in activities appropriate at various stages of life.

In order to facilitate the development of an active lifestyle, selected and appropriate activities are designed in line with the five strands of learning which include body
management, movement skills, games and sports, rhythms and dance and physical fitness.

Body Management includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.

Movement skills relate to the fundamental movement patterns and skills that form the basis of all physical activities.

Games and sports comprise simple, lead-up and indigenous games, that help in the acquisition of proper sporting techniques in preparation for greater or competitive
participation in selected sports and recreational activities.

Rhythms and dances include understanding and performance of rhythmical movement patterns; promotion of the appreciation of Philippine folk dance, indigenous
and traditional dance and other dance forms, and the proficiency in performing a diversity of dances as contributory activities to achieve fitness, health and wellness.

Physical fitness includes assessment through fitness testing, interpreting and recording; the design and implementation of appropriate programs that will develop and
maintain learners’ desired fitness levels.

Each strand is sequentially developed across grade levels. Activities are varied and age-appropriate to address the needs and interest of learners and shall provide
movement experiences that enhance the involvement of every learner in all physical activities for lifetime use.

K to 12 Curriculum Guide - version as of January 31, 2012 2


The integrated movement approach enables the learner to relate the movement context to the development of motor skills and other combined use in a variety of
activities. The approach shall enable the learner’s ability to apply these concepts to their performance in a variety of physical education activities in school and in the
community they belong. This approach emphasizes the identification of movement potential which are used as the means for transfer of learning and in
understanding the human activity.

This curriculum responds to the government’s thrust in achieving total participation and involvement of the whole learning environment via instructional support
(quality instruction), administrative support (facilities and equipment), public and private partnership (cooperative effort) and the home and community support
(parents and society).



Figure 1. The Conceptual Framework of Physical Education



Learning Area Standard

The learner demonstrates understanding of the concept of physical activities in achieving, sustaining, and promoting an active lifestyle for health,
lifelong fitness and wellness.

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 physical
concepts and skills in preparation for movement, fitness and health activity behaviors in achieving a
active participation in various for active participation in various healthy lifestyle.
physical activities. physical activities.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance



GRADE LEVEL STANDARDS

Grade Level Grade Level Standards
Grade 1

Grade 2 The learner demonstrates understanding of the body and its parts, movement skills, locomotor and non-locomotor skills, basic games,
rhythmic and gymnastics skills for active participation in various physical activities.
Grade 3

Grade 4 The learner demonstrates understanding of the importance of acquiring mature patterns of movements as tools for active participation
in physical activities to achieve the desired level of fitness and health:
Grade 5  Exercise
 Individual, dual, and team sports
Grade 6  Dance
 Recreational activities
Grade 7
The learner demonstrates understanding of personal health and fitness in achieving individual wellness for a healthy lifestyle.

Grade 8
The learner demonstrates understanding of family health and fitness in sustaining family wellness for a healthy lifestyle.

Grade 9 The learner demonstrates understanding of environmental and community health and fitness in sustaining and promoting community
wellness for a healthy lifestyle.
Grade 10 The learner demonstrates understanding of global health and fitness in promoting global wellness for a healthy lifestyle.



Table 1a – Scope and Sequence of Physical Education from Grades 1-4

Grade Level Strands Q1 Q2 Q3 Q4
Body management
Body Awareness Space Awareness Qualities of Effort Relationships
Movement skills
GRADE 1 Rhythms and dance Action Songs Singing Games,
Games and sports Simple Games, Chasing/Fleeing type games, Mimetics.
Physical fitness Participation in Enjoyable and challenging Physical Activities
Body management Locations, Directions,
Body Shapes and Body Person, Objects, Music
Levels, Pathways and Time, Force and Flow
Actions and Environment
Planes
GRADE 2 Movement skills Locomotor, Non- Locomotor and Manipulative Skills
Rhythms and dance Simple Folk Dance and Rhythmic Routines ( Ribbon, Hoop, Balls, etc.)
Games and sports Relays and Races
Physical fitness Posture and Body Mechanics
Body management Locations, Directions,
Body Shapes and Body Person, Objects, Music
Levels, Pathways and Time, Force and Flow
Actions and Environment
Planes
GRADE 3 Movement skills Locomotor, Non- Locomotor and Manipulative Skills
Rhythms and dance Simple Folk Dance and Rhythmic Routines ( Ribbon, Hoop, Balls, etc.)
Games and sports Lead-up and Organized games ( indigenous)
Physical fitness Corrective Exercises
Body management
Physical fitness Fitness testing
Movement skills Self-testing activities
Games and sports Individual and dual
GRADE 4 sports
Rhythms and dance Folk and creative
dances



Table 1a – Scope and Sequence of Physical Education from Grades 5-7

Body management
Movement skills Basic principles of
GRADE 5 exercise
Games and sports Team sports
dances
Body management
Movement skills Exercise program
GRADE 6 design
dances
Body management
Movement skills
Physical fitness Fitness components,
benefits and testing
GRADE 7 Games and sports Individual sports
Games and sports Dual sports
Rhythms and dance Local and indigenous
dances



Table 1d – Scope and Sequence of Physical Education from Grade 8-10
Body management
Movement skills
Physical fitness Health-related fitness
components,
assessment and
related-activities
GRADE 8 (Cardiovascular and
Muscular)
Games and sports Indoor recreational activities
Rhythms and dance Regional and national
folk dances with Asian
influence
Body management
Movement skills
Games and sports Skill-related fitness
components,
assessment and
related-activities (sport-
GRADE 9 specific)
Games and sports Outdoor recreational
activities
Rhythms and dance Social and ballroom
dances
Body management
Movement skills
Physical fitness Lifelong fitness and
physical activity habits
GRADE 10 Games and sports Sports leadership
Games and sports Recreational leadership
Rhythms and dance Other dance forms
(Hip-hop, Street Dance,
Festival, Contemporary,
etc.)


GRADE - 1

Content Content Standards Performance Standards Learning Competencies
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

Body Management and  demonstrates understanding of  performs movement experiences  identifies and describe parts of the body: the
Movement Skills body awareness and movement accurately and efficiently by: head, shoulders, neck, back, chest, waist,
skills needed for participation in  Identifying and describing parts hips, arms, elbows, wrists, hands, fingers,
physical activities. of the body. legs, knees, ankles, feet, and toes.
 Creating shapes through non-  creates shapes by using non-locomotor
locomotor movement. movement .
 Balancing one, two, three, four,  balances on one, two, three four and five
five body parts. body parts.
 Transferring weight of body  transfers weight of body parts.
parts.

Rhythms and Dance  demonstrates understanding of Action Songs
 performs movement sequences
movement patterns through
while singing.  performs movements while singing.
action songs.

Games and Sports  demonstrates understanding of Mimetics
 imitates accurately movements of
movement activities through
machine, animals, and nature  imitates mechanical, animal and nature
mimetics. movements.

Physical Fitness  demonstrates understanding of Physical Fitness
 develops values-oriented task in
valuing one’s active participation  enjoys his/her participation in the different
engaging in a different challenging
in various challenging activities. challenging activities.
activities.



SECOND QUARTER/ SECOND GRADING

Body Management and  demonstrates understanding of  performs movement experiences in Space Awareness/ Movement Skills
Movement Skills space awareness and movement demonstrating space awareness  moves within a large group without
skills needed for participation in and movement skills efficiently and bumping into others or falling, while using
physical activities. accurately by: locomotor skills
 Moving within large group.
 travels in straight, curved, and zigzag
 Travelling in different pathways pathways: high, medium and low levels.
 Identifying locomotors skills  executes the locomotor skills of walk, run,
hop, jump and leap.

Rhythms and Dances  demonstrates understanding of  creates movement sequences while Action Songs
movement patterns through singing  creates movements while singing
action songs.

Games and Sports  demonstrates understanding of  performs simple games by: Simple Games
movement concepts used in  recognizing terms for moving in  recognizes terms for moving in relation to
participating simple games. relation to others others (lead, follow, chase, flee and dodge).
 participating in simple games  participates in simple games.
Physical Fitness
 demonstrates understanding in  shows evidence of acceptable Physical Fitness
the different challenges, responses to challenges,  demonstrates acceptable responses to
successes, failures during successes, and failures during challenges, successes, and failures during
participation in physical activities. participation in physical activities. participation in physical activities.



THIRD QUARTER/ THIRD GRADING

Body Management and  demonstrates understanding of  performs movement experiences Qualities of effort/ Movement Skills
Movement Skills qualities of effort and movement accurately and effectively by:  demonstrates contrast between slow and
skills needed in participation in  demonstrating contrast between fast speeds while using locomotor skills.
physical activities. slow and fast.  demonstrates the difference between heavy
 demonstrating the difference and light while moving.
between heavy and light.  demonstrates the difference between free
 demonstrating the difference and bound.
between free and bound.

Singing Games
Rhythms and Dance   sings and performs task – oriented games
demonstrates understanding of  excellently performs task-oriented
task-oriented games while games while singing. at the same time.
singing.

 performs simple games with a Simple Games
Games and Sports  demonstrates understanding of partner and objects or equipment.  participates in simple games with a partner
movement experiences in and objects or equipment.
participating in different games
with a partner and objects or
equipment.
Physical Fitness  acts as a good team player in Physical Fitness
 demonstrates understanding of physical activities.  demonstrates the characteristics of sharing
sharing and cooperation in and cooperation in physical activities.
physical activities.



FOURTH QUARTER/ FOURTH GRADING

Body Management and
Movement Skills  demonstrates understanding of  performs movement experiences Relationships/ Movement Skills
relationships and movement accurately and effectively by:  demonstrates the relationship of under,
skills needed in participation in  demonstrating the relationships over, behind, next to, through, right, left, up,
physical activities. of under, over, behind, next to, down, forward, backward and in front of by
through, right, left, up, down, using the body and an object.
forward, backward and in front  jumps over a stationary object several
of by using the body and an times in succession, using forward- and-
object. back and side-to-side movement patterns.
 jump over a stationary object
 demonstrates understanding of several times in succession,
inventing oriented games while using forward-and-backward
singing. and side-to-side movement
patterns.
Rhythms and Dance  demonstrates understanding of  invents task-oriented games while Singing Games
movement experiences in singing.  invents task-oriented singing games
participating in simple group
games.

Simple Games
Games and Sports   participates in simple group games
demonstrates understanding of  participates in simple group games.
enjoyment in participation in
various challenging physical
activities.
Physical Fitness
 shows enjoyment participating in  enjoys one’s participation in physical
Physical Fitness
challenging physical activities. activities that are challenging.



GRADE- 2

FIRST QUARTER / FIRST GRADING

Body Shapes and Body  demonstrates understanding of  demonstrates body shapes and Body Shapes and Body Actions
Actions body shapes and body actions actions properly by balancing  demonstrates momentary stillness in
needed in various movement himself/herself demonstrating symmetrical and asymmetrical shapes
activities momentary stillness in symmetrical using body parts other than both feet as a
and asymmetrical shapes using base of support
body parts other than both feet as a
base of support

Movement skills  demonstrates understanding of  performs movement skills Movement skills
movement skills needed in accurately by differentiating a jog  differentiates a jog and a run, a hop and a
performing various physical and a run, a hop and a jump, a jump, a gallop and a slide
activities gallop and a slide

Simple folk dance and  demonstrates understanding of  demonstrates locomotor skills in Simple folk dance and rhythmic routines
rhythmic routines simple folk dance and rhythmic different rhythmical responses for  demonstrates locomotor skills in response
routines musicality to even and uneven music
 performs locomotor skills by
responding to even and uneven
music

Relays and races  demonstrates understanding of  participates in simple relays and Relays and races
the value of participation in relays races such as territory or invasion  participates in simple territory/ invasion
and races games games; line, circle and shuttle relays
 engages in a simple
territory/invasion games; line, circle
and shuttle relays

 demonstrates understanding of  assesses personal body posture Postures and Body Mechanics
Posture and Body posture and body mechanics and mechanics  Assess body posture
Mechanics
 conducts assessment of body
posture



Locations, Directions,  demonstrates understanding of  demonstrates locomotor movements Locations, Directions, Levels, Pathways and
Levels, Pathways and locations, directions, levels, following commands for directions, Planes
Planes pathways and planes levels, pathways and planes  hops consecutively on the right and on the
left foot.
 leaps sideward low and forward high

Movement skills  demonstrates understanding on  demonstrates jumping, skipping and Movement skills
movement skills leaping skills  jumps for distance, landing on both feet and
 performs series of movement bending the hips, knees, and ankles to
patterns using various movement reduce the impact of force
skills  skips and leaps, using proper form

Simple folk dance and  demonstrates understanding of  performs rhythmic activities with Simple folk dance and rhythmic routines
rhythmic routines simple folk dance and rhythmic partner and equipment  performs rhythmic sequences with a partner
routines  performs simple folk and rhythmic using a ribbon, hoop, ball, etc.
sequences using various
implements
Relays and races  demonstrates understanding of  participates in relays and races with Relays and races
playing with partner and group partner and group  participates in partner and group relays
 engages actively in relays and races
with partner and in group.
Posture and Body  demonstrates understanding of  practices correct posture while Posture and Body Mechanics
Mechanics good posture and body  practices correct posture while sitting,
sitting, walking and standing
mechanics  performs accurately the proper walking and standing
posture and body mechanics in
sitting, walking, and standing



THIRD QUARTER/THIRD GRADING PERIOD

Time, Force and Flow  demonstrates understanding of  describes the concept of moving Time, Force and Flow
movement in relation to time, and changing speech, direction in  describes how changing speed and
force and flow different situations direction can allow one person to move
 shows how the element of time, away from one another
force, and flow can affect
movement to and away from one
another

Movement Skills  demonstrates understanding of  demonstrates correct position of the Movement Skills
movement skills in catching hand and body while catching a ball  demonstrates the correct hand position
movement in different levels when catching a ball above the head ,
 demonstrates understanding of  explains the throwing skills with below the waist, near the middle of the
throwing action or movement partner in stationary and dynamic body, and away from the body
action  explains the difference between throwing to
 performs correct skills in throwing a stationary partner and throwing to a
and catching a ball in various moving partner
movement forms.
Simple Folk Dance and  demonstrates understanding of  demonstrates simple dance mixes Simple Folk Dance and Rhythmic routines
Rhythmic routines simple rhythmic routines with partner and group  applies movement concepts when alone
 performs simple folk dance and and with others in simple dance mixes e.g.
rhythmic routines by demonstrating kamayan, alahoy, apat-apat
movement concepts in simple dance
and rhythmic routine
Relays and Races  demonstrates understanding of  participates in relays and races Relays and Races
the concept of play and  engages in a simple competition of  competes in throw and catch relays and
competition throw and catch relays and races races
Posture and Body  Posture and Body Mechanics
Mechanics
demonstrates understanding in  exhibits correct posture in different
the practice of correct posture action such as pushing, picking and  practices correct posture while picking up
pulling things and pulling and pushing objects.




Person, Objects, Music  demonstrates understanding of  participates in self-testing activities Person, Objects, Music and Environment
and Environment self- testing activities in simple rolls  participates in self-testing activities e.g.
 demonstrates understanding of  participates in dramatizing situations Chinese get up, roll with a ball, beat a drum
how to manage the body in such as matter conditions or tambourines, dramatize weather
various movement activities  shows how the body is managed in conditions
relating to person, objects, various movement activities
music and environment involving person, objects, music and
environment

Movement skills  demonstrates understanding of  participates in the underhand and Movement skills
underhand and overhead overhand throwing skills  identifies opportunities to use underhand
throws  executes properly various and overhand movement (throw patterns)
 demonstrates understanding of movement skills showing throw  identifies different opportunities to use
movement skills employing pattern and striking skills striking skills
throw patterns and striking skills  demonstrates striking skills correctly
 demonstrates understanding of
skills of striking
 demonstrates folk dance skills in the Simple folk dance and rhythmic routines
Simple folk dance and  demonstrates understanding of dance Alitaptap  Perform the dance Alitaptap
rhythmic routines simple folk dance  executes with enjoyment the simple
dance alitaptap

 demonstrates understanding of  participates in tagging and dodging Relays and races
Relays and races relays and races  performs tagging and dodging relays and
relays and races
 demonstrates understanding on  shows interest and enjoyment while races
how to tag and dodge in relays engaging in tagging and dodging
and races activities relays and races

 demonstrates understanding of  assesses himself/herself for correct Posture and body mechanics
posture check posture in different activities  performs activities that improve posture e.g.
Posture and body
mechanics  demonstrates understanding of  engages actively in activities that book relay, line walk
improving posture and related improve his/her posture
activities



GRADE - 3

Body Shapes and Body
Actions  demonstrates understanding of  demonstrates balance skills in Body Shapes and Body Actions
body shapes and actions different support  balances himself/herself from a wider to a
 performs balancing activities by narrow base of support
using a wider to a narrow base of
support

Movement skills  demonstrates understanding of  demonstrates kicking skills and foot- Movement skills
movement skills of the lower dribbling movement  kicks the ball to a stationary partner
extremities  performs accurately the skills in  foot-dribbles continuously while traveling
 demonstrates understanding of kicking and foot dribbling in various and changing direction
movement skills employing directions
kicking and foot dribbling in
various directions

Simple folk dance and  demonstrates understanding of  demonstrates rhythmic activities Simple folk dance and Rhythmic routines
Rhythmic routines simple rhythmic routines with implements such as balls or  performs rhythmic routines with implements
 demonstrates understanding of hoops (balls or hoops)
rhythmic routines involving the
use of various implements e.g
balls, hoops, etc
Lead-up and Organized  demonstrates understanding of  participates in lead up games such Lead-up and Organized Games
Games lead up and organized games as kick ball  plays Kick Ball
 demonstrates understanding on
how to play kickball
 performs corrective exercises such Corrective Exercises for posture
Corrective Exercises  performs conditioning and flexibility
 demonstrates understanding of as conditioning and flexibility
for posture exercises exercises
corrective exercises to improve
posture  engages actively in various
conditioning and flexibility exercises
to improve posture




Locations, Directions,
Levels, Pathways and  demonstrates understanding of  demonstrates locomotor skills such Locations, Directions, Levels, Pathways and
Planes locomotor movements in different as gallop, skip, and slide Planes
location, direction levels,  executes correctly the gallop, skip,  performs gallop, skip and slide in a
pathways and planes and slide in a constantly changing constantly changing environment
environment
Manipulative skills
 demonstrates understanding of  demonstrates manipulative activities Manipulative skills
manipulative movement skills such as hand hand-dribbling in  hand-dribbles a ball continuously while
 demonstrates understanding of different obstacles moving around obstacles
dribbling a ball around an
obstacles
Simple folk dance and
Rhythmic routines  demonstrates understanding of  performs rhythmic activities with Simple folk dance and rhythmic routines
rhythmic routines with ropes and sticks  performs rhythmic routines with implement
implements (ropes or sticks)
 demonstrates understanding of
rhythmic routines involving the
use of an implements (ropes or
sticks)
Lead-up and Organized  demonstrates understanding of  participates in local or indigenous Lead-up and Organized Games
Games low organized games and local games such as Patintero etc.  plays a local or indigenous game e.g.
or indigenous games  participates actively in playing Patintero, Luksong tinik, Taguan, Tumbang
different local or indigenous games Preso

Corrective Exercises  demonstrates understanding of  assesses self in different corrective Corrective Exercises
corrective exercises exercises  performs neck, arm and shoulder exercises
 executes properly the different
exercises for the neck, arm, and
shoulder




Time, Force and Flow  demonstrates understanding of  demonstrates ability to move in Time, Force and Flow
moving the body according to different situation, ability to leap,  changes his/her place as the situation
time, flow and force move arms and body parts to dictates
describe light and heavy  leaps over obstacles
movements  shifts his/her arms in dance to describe light
 performs various movement or gentle
activities showing time, force, and  series of movements to stopping with
flow by: balance maintained, then continuing to
 changing one’s place another static movement
 leaping over obstacles
 shifting one’s arms in dance
describing light or gentle
 doing series of balancing
movements

Manipulative skills  demonstrates understanding of  demonstrates movement with Manipulative Skills
manipulative skills implement such as batting a ball  strikes a ball with an implement
 demonstrates understanding on  performs with accuracy the skills in
how to strike a ball using an striking using an implement
implement
 executes simple rhythmic activity Simple Folk Dance and Rhythmic routines
Simple folk dance and  demonstrates understanding of  engages actively in a dancing My  performs creative dance e.g. My First
Rhythmic routines simple rhythmic activity First Dance or Little Playmates Dance, Little Playmates

 demonstrates understanding of  plays indigenous and any local or Lead-up and Organized Games (Indigenous)
Lead-up and Organized lead-up games, indigenous regional games  plays indigenous games of various regions
Games (Indigenous) games and organized games  shows enthusiasm in playing
indigenous games of various
regions
Corrective Exercises  demonstrates understanding of Corrective Exercises
corrective exercises  performs trunk and leg exercises  performs trunk and leg exercises
 executes properly the different
exercises for the neck, arm, and
shoulder




Person, Objects, Music
and Environment  demonstrates understanding of  demonstrates rolling, throwing Person, Objects, Music and Environment
movement in relation to person, movements in various situation  Identifies the key elements for increasing
objects, music and environment  demonstrates jumping skills with accuracy in rolling and throwing a ball
balanced landing  rolls and throws a ball for accuracy toward a
target
 demonstrates soft and balanced landings
from different heights (e.g. floor, bench, low
beam, box, etc.)
Movement skills
 demonstrates understanding of  demonstrates simple skills in Movement skills
basic skills in sports volleyball such as volleying,  identifies key body positions used for
bouncing volleying a ball
 executes jump rope activities  volleys and tosses a ball
 bounces a ball
 jump-ropes activities
Simple folk dance and
rhythmic routines  demonstrates understanding of  performs the dance Tiklos Simple folk dance and rhythmic routines
simple folk dance  performs Tiklos
Relays and races
 demonstrates understanding of  performs tagging and dodging in Relays and races
relays and races relays and races  performs tagging and dodging relays and
races
Corrective Exercises
 demonstrates understanding of  assesses himself/herself through Corrective Exercises
corrective exercises body conditioning  performs total body conditioning exercises



GRADE – 4


Fitness Testing  demonstrates understanding of  identifies fitness components for  recognizes the fitness components
physical fitness test appropriate exercises  identifies examples of appropriate exercise
 performs physical fitness test or activity for each component
(health-related fitness)  performs health – related fitness tests


Self-Testing Activities  demonstrates understanding of  performs exercises and activities to  performs appropriate exercises or activities
self testing activities enhance health- related fitness to enhance health-related fitness


 demonstrates understanding of  performs the folk dance Subli  perform the dance Subli
Folk and Creative folk and creative dance
Dances


Individual and Dual
Sports  demonstrates understanding of  participates in athletics, swimming, engages in any of the following:
individual and dual sports combative sports and racket sports  athletics/swimming
 combative sport e.g. taekwondo, karate
 racket sports



GRADE- 5


Fitness Testing  demonstrates understanding of  identifies health related fitness  identifies and tests skill-related fitness
physical fitness test components with appropriate components
exercises  relates the importance of skill related fitness
 relates the importance of fitness in components to sports performance
sports and other activities


Basic principles of  demonstrates understanding of  performs appropriate physical  explains the different exercise principles
exercise basic principles in exercise and exercises  engages in sustained and intermittent
activities moderate to vigorous physical activities


Folk and Creative  demonstrates understanding of  gracefully performs the folk dance  performs the dance Cariñosa
Dances folk dance Cariñosa


Team sports  demonstrates understanding of  participates in sports activities Engage in any of the following:
team sports  volleyball
 basketball
 softball/baseball
 football /futsal
 ultimate



GRADE - 6


Fitness Testing  demonstrates understanding of  identifies exercises appropriate for  determines exercise intensity through heart
physical fitness test health needs rate
 interprets fitness test results  interprets personal results of the fitness test
and identifies areas for improvement


Exercise Program  designs and implement an exercise
Design  demonstrates understanding of  designs personal exercise and program based on the WHO Philippine
program design activities Guidelines for Physical Activity


Folk and Creative  demonstrates understanding of  performs the folk dance Maglalatik  performs the dance Maglalatik (boys), Itik-
Dances Philippine folk dance for boys and Itik-Itik for girls Itik (girls)


Team sports Engage in any of the following:
 demonstrates understanding of  performs and engages in different  volleyball
team sports team sports  basketball
 softball/baseball
 football /futsal
 ultimate



GRADE – 7

FITNESS
COMPONENTS,  demonstrates understanding of  designs and implements a  recognizes and appreciates the importance
BENEFITS AND the concept and principles of personalized exercise program to of physical fitness for himself/herself
TESTING physical fitness to improve improve and sustain the desired  differentiates the physical fitness
oneself level of fitness components
Physical Fitness  promotes the benefits of physical activity
 Concept and e.g. (greater work capacity, performance
Principle enhancement, healthy weight, prevention of
 Test and injuries, cardiovascular diseases and
Assessment diabetes for optimal health and fitness) for
 Supplemental optimal health
Activities  selects and performs appropriate physical
fitness tests that will assess one’s fitness
level
 interprets physical fitness test results.
 selects and performs fitness activities that
will improve his/her fitness level

INDIVIDUAL SPORTS  demonstrates understanding of  performs individual sports regularly  describes the nature/background of
the benefits that can be derived to achieve fitness individual (athletics or swimming) sports
(athletics/ swimming) from participating in individual  explains the benefits derived from playing
sports individual sports
 exhibits self - direction by correcting
himself/herself and others (e.g. peers)
when playing individual sports
 executes proficiently the basic skills and
tactics of the sports.
 officiates practice and actual games by
applying knowledge of rules and regulations
of the sport.




DUAL SPORTS
 demonstrates understanding of  performs regularly in dual sports to  describes the nature/background of dual
(arnis/ badminton/ table the benefits that can be derived achieve fitness. (arnis and badminton/table tennis/ tennis)
from participating in dual sports. sports.
tennis/ tennis)
 explains the benefits derived from playing
dual sports.
 exhibits self - direction by correcting
oneself and others (e.g. peers) when
playing dual sports.
 executes proficiently the basic skills and
tactics of the sports.
 officiates practice and actual games by
applying knowledge of rules and
regulations of the sport.


 demonstrates understanding of  performs skillfully local and indigenous  discusses the nature/background of local
LOCAL AND INDIGENOUS local and indigenous Philippine dances as physical activity that and indigenous dances.
DANCES dances that promote physical promotes physical fitness.  explains significant benefits to health and
fitness. fitness when folk dancing.
 performs basic steps peculiar to each dance.
 executes rhythmic patterns of selected local
and indigenous dances through various
ways.
 describes costumes, props and accessories
of local and indigenous folk dances.
 interprets dance figures correctly following
the step by step instruction of the teacher.
 performs figures of the dance with grace,
form and sense of rhythm.



GRADE – 8


FITNESS COMPONENTS,
BENEFITS AND TESTING  demonstrates understanding  plans physical activities for the  identifies the physical activity habits of the
of the benefits that the family members of the family to attain the family in terms of health-related fitness
Physical Fitness can derived from health- desired level of health-related fitness components
 Concept and related fitness (HRF)  assesses the family’s strengths and
Principle weaknesses in the components of HRF
 Test  performs exercises to enhance
 Assessment cardiovascular and muscular fitness
 Supplemental  promotes cardiovascular and muscular
Activities fitness activities to his/her family


Team Sports
 demonstrates understanding  engages family members in team  discusses the nature/background of team
(basketball/ volleyball/ of the benefits that the family sports to promote fitness, health and sports
softball/ baseball/ football/ can derive from participating wellness (basketball/volleyball/softball/baseball/footb
futsal/ ultimate) in team sports all/futsal/ulimate)
 explains the health and fitness benefits
derived from playing team sports
 acquires family values (e.g. fairness,
respect for authority) when participating in
team sports
 proficiently executes basic skills and tactics
in team sports
 interprets rules and regulations of team
sports
 engages in officiating team sports



Recreational Activities
(Indoor)  demonstrates understanding  engages family members in indoor  discusses the nature/background of indoor
of the benefits that the family recreational activities to promote recreational activities
Indoor Recreational can derive from participating fitness, health and wellness (chess/domino/chinese checkers/games of
activities in indoor recreational the generals/monopoly/
 Chess/domino/chin activities scrabble/bingo/card games)
ese checkers/  explains the health and fitness benefits
games of the derived from playing recreational activities
generals/monopoly/  acquires family values (e.g. fairness,
scrabble/bingo/card respect for authority) when participating in
games indoor recreational activities
 proficiently executes basic skills and tactics
in indoor recreational activities
 interprets rules and regulations of indoor
recreational activities

Local and Indigenous  demonstrates understanding of  performs skillfully regional and  promotes folk dancing as a physical activity
Dances regional and Philippine National Philippine National Dances to within the family
Dances to promote the fitness, promote fitness, health and wellness  traces the origin/location of folk dance by
 Binislakan/Sakuting health and wellness of the in the family its costume/music
/ Sua-ko- family  executes rhythmic patterns of selected
Sua/Pangalay regional and national dances with Asian
influence (Binislakan/Sakuting/ Sua-ko-
Sua/Pangalay)
 demonstrates mastery of basic steps in folk
dancing
 identifies the meaning of the gestures and
hand movements of folk dance identified
 interprets folk dance literature
 relates folk dancing to the enhancement of
one’s character through cultural education



GRADE – 9


Skill-Related Fitness
Components  demonstrates understanding  takes part in promoting and  classifies the physical activities of the
of skill-related fitness (SRF) achieving community fitness, health community in terms of skill-related fitness
 SRF as critical to achieving the and wellness through surveys and components
 Athletic Training fitness, health and wellness of development of promotional  undertakes athletic training for
the community materials through SRF and athletic fitness(circuit, interval, plyometrics,
training functional and core strenght, speed,
agility, and reactivity training)


Team Sports
 demonstrates understanding of  takes part in promoting and achieving  discusses the nature/background of team
(basketball/ volleyball/ team sports community fitness, health and sports
softball/ baseball/ football/ wellness through surveys and (basketball/volleyball/softball/baseball/foot
futsal/ ultimate) development of promotional ball/futsal/ultimate)
materials through team sports  explains the health and fitness benefits
derived from playing team sports
 assesses how the community values
participating in team sports; and adheres
to environmental ethics (e.g. Leave No
Trace Ethics)
 proficiently executes basic skills and
tactics in team sports
 interprets rules and regulations of team
sports
 engages in officiating team sports and
activities that preserve/maintain and
enhance the environment


Physical education k to 12 curriculum guide

Physical education k to 12 curriculum guide

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Physical education k to 12 curriculum guide

Ähnlich wie Physical education k to 12 curriculum guide (20)

Physical education k to 12 curriculum guide