Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum
Guide

PHYSICAL EDUCATION
December 2013

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.
2.
3.
4.

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

K to 12 Physical Education Curriculum Guide December 2013

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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
learners potential for health and wellbeing and contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or
H.O.P.E.

K to 12 Physical Education Curriculum Guide December 2013

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Inclusive
Integrated

K to 12 BASIC EDUCATION CURRICULUM

Standard based

elopmentally Appropriate

A graduate who lives an active life for fitness and lifelong he

Activity-Based

PHYSICAL LITERACY
Fundamental
Movement Skills

Activity-specific
Activity

Fundamental
Motor skills

Body Management

Rhythms & Dances

Games & Sports

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

MOVE TO LEARN, LEARN TO MOVE

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

.

Figure 1. The Conceptual Framework of Physical Education

Learning Area Standard

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

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

K3
The learner demonstrates
understanding of movement
concepts and skills in preparation for
active participation in various
physical activities.

46
The learner demonstrates
understanding of principles in
movement and fitness
for active participation in
various
physical activities.

7 - 10
The learner demonstrates
understanding of
integrating physical
activity behaviors in
achieving an active
lifestyle.

Body Management

Movement Skills

Physical Fitness
Games and Sports

Rhythms and Dance

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

GRADE LEVEL STANDARDS

Grade Level

Grade Level Standards

Grade 1
Grade 2

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

Grade 3

Grade 4

Grade 5

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

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

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

Key Stage 1

Grade Level

GRADE 1

GRADE 2

GRADE 3

Strands
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness

Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness

Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness

Q1

Q2

Q3

Q4

Body Awareness

Space Awareness

Qualities of Effort

Relationships

Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games
and mimetics.

Body Shapes and Body

Actions

Locations, Directions,
Levels, Pathways and
Planes

Time, Force and Flow

Person, Objects,
Sound and
Environment

Participation in enjoyable activities in different locomotor, non- locomotor and manipulative

activities, folk dances, rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials),
relays and races

Body Shapes and Body

Actions

Locations, Directions,
Levels, Pathways and
Planes

Time, Force and Flow

Person, Objects,
Sound and
Environment

Participation in enjoyable and challenging activities in different locomotor, non- locomotor and
manipulative 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.

Table 1a - Scope and Sequence of Physical Education from Grades 4-6

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

Key Stage 2

Grade Level

Strands

Q1

Q2

Q3

Q4

Health-Enhancing Fitness 1
Physical fitness
GRADE 4

Games and sports

Assessments of physical activities and physical fitness (Health-related and skill-related)

Target games,
striking/fielding
games,

Rhythms and dance

Physical fitness
GRADE 5

Games and sports

Invasion games
Folk, indigenous, ethnic, traditional and creative
dances
Health-Enhancing Fitness 2

Assessments of physical activities and physical fitness (Health-related and skill-related)

Target games,
striking/fielding games

Invasion games

Rhythms and dance

Wall/net games, invasion games

Folk, indigenous, ethnic, traditional and creative
dances

Health-Enhancing Fitness 3
Physical fitness
GRADE 6

Games and sports

Assessments of physical activities and physical fitness (Health-related and skill-related)

Target games,
striking/fielding games

Rhythms and dance

Invasion games
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.

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

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

Key Stage 3

Grade Level

Strands

Q1

Q2

Q3

Q4

Personal Fitness
GRADE 7

Exercise programs: Training Guidelines, FITT Principle

Endurance and Muscle-and bone- strengthening activities
Individual and Dual sports
Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness

Physical fitness
Games and sports
Rhythms and dance

GRADE 8

Physical activity programs: Training Guidelines, FITT Principle

Endurance and Muscle-and bone- strengthening activities
Team Sports
Folk dances with Asian
influence
Community Fitness

Physical fitness
Games and sports
Rhythms and dance

GRADE 9

Physical fitness
Games and sports
Rhythms and dance

GRADE 10

Lifestyle & Weight Management (Physical activities and eating habits)

Sports officiating
Active Recreation
(indoor & outdoor)
Social, ballroom dances and Festival dances
Societal Fitness

Physical fitness
Games and sports
Rhythms and dance

Lifestyle & Weight Management (Physical activities and eating habits)

Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop,
Street 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.

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

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

Grade Level

Strands

Semester 1
Q1

Semester 2
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

K to 12 Physical Education Curriculum Guide December 2013

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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

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 9
CONTENT

CONTENT
STANDARDS

PERFORMANCE
STANDARDS

LEARNING COMPETENCY

CODE

FIRST QUARTER /FIRST GRADING PERIOD

The learner . . .
The learner . . .
Lifestyle and
Weight
Management
(physical activity
and eating
habits)

demonstrates
understanding of
lifestyle and weight
management to
promote community
fitness

maintains an active
lifestyle to influence the
physical activity
participation of the
community
practices healthy eating
habits that support an
active lifestyle

Sports
Officiating

The learner . . .
1. undertakes physical activity
and physical fitness
assessments

PE9PF-Ia-39
2. assesses eating habits based
on the Philippine Food
Pyramid/My Food Plate
3. determines risk
factors(obesity, physical
inactivity, poor nutrition,
smoking) for major noncommunicable diseases
lifestyle-related(e.g. diabetes,
heart disease, stroke, cancer)
4. officiates pratice and
competitive games

K to 12 Physical Education Curriculum Guide December 2013

PE9PF-Ia-h-23

PE9PF-Ia-40

PE9GS-Ib-h-5

LEARNING
MATERIALS
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Proj EASE Module
2
Proj EASE Module
5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1,
2& 3
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Page 13 of 25

K to 12 BASIC EDUCATION CURRICULUM

CONTENT

CONTENT
STANDARDS

PERFORMANCE
STANDARDS

LEARNING COMPETENCY

CODE

LEARNING
MATERIALS
Unit II & III

5. distinguishes facts from myths

and misinformation
associated with eating habits
6. monitors periodically ones
progress towards the fitness
goals

7. performs appropriate first aid

for injuries and emergency
situations in physical activity
and sports settings (e.g.
cramps, sprain, heat
exhaustion)
8. involves oneself in community
service through sports
officiating and physical activity
programs

9. recognizes the needs of others

in real life and in meaningful
ways
SECOND QUARTER/ SECOND PERIOD
The learner . . .

The learner . . .

Social
(community

maintains an active
lifestyle to influence the

demonstrates
understanding of

K to 12 Physical Education Curriculum Guide December 2013

10. undertakes physical activity

and physical fitness
assessments

PE9PF-Ia-29

PE9PF-Ib-h-28

PE9PF-Ib-30

PE9PF-Ie-h-41

PE9PF-Ie-h-42

PE9PF-IIa-h-23

OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Page 14 of 25

K to 12 BASIC EDUCATION CURRICULUM

CONTENT
dance, mixers,
festival)
and Ballroom
dances
(Cha-cha, rock
and roll)

CONTENT
STANDARDS
lifestyle and weight
management to
promote community
fitness

PERFORMANCE
STANDARDS

LEARNING COMPETENCY

CODE

physical activity
participation of the
community
practices healthy eating
habits that support an
active lifestyle

11. assesses eating habits based

on the Philippine Food
Pyramid/My Food Plate

12. determines risk factors

related to lifestyle diseases
(obesity, diabetes, heart
disease)

PE9PF-IIa-40

13. distinguishes facts from

myths and misinformation
associated with eating habits

PE9PF-IIb-29

14. describes the nature and

background of the dance

PE9RD-IIb-1

15. executes the skills involved in

the dance
16. monitors periodically ones
progress towards the fitness
goals
K to 12 Physical Education Curriculum Guide December 2013

PE9PF-IIa-39

PE9RD-IIb-h-4

PE9PF-IIb-h-28

LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Page 15 of 25

K to 12 BASIC EDUCATION CURRICULUM

CONTENT

THIRD QUARTER/
Social
(community
dance, mixers,
festival)
and Ballroom
dances
(Cha-cha, rock
and roll)

CONTENT
STANDARDS

THIRD PERIOD
The learner . . .
demonstrates
understanding of
lifestyle and weight
management to
promote community
fitness

PERFORMANCE
STANDARDS

LEARNING COMPETENCY

CODE

17. performs appropriate first aid

for injuries and emergency
situations in physical activity
and dance settings (cramps,
sprain, heat exhaustion)

PE9PF-IIb-h-30

18. involves oneself in community

service through dance
activities in the community

PE9PF-IIg-h-41

19. recognizes the needs of others

in real life and in meaningful
ways

PE9PF-IIa-h-42

The learner . . .
maintains an active
lifestyle to influence the
physical activity
participation of the
community
practices healthy eating
habits that support an
active lifestyle

K to 12 Physical Education Curriculum Guide December 2013

20. undertakes physical activity

and physical fitness
assessments
21. assesses eating habits based
on the Philippine Food
Pyramid/My Food Plate

PE9PF-IIIa-h23

PE9PF-IIIa-39

LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 16 of 25

K to 12 BASIC EDUCATION CURRICULUM

CONTENT

CONTENT
STANDARDS

PERFORMANCE
STANDARDS

LEARNING COMPETENCY

22. determines risk factors

related to lifestyle diseases
(obesity, diabetes, heart
disease)

PE9PF-IIIa-40

23. distinguishes facts from

myths and misinformation
associated with eating habits

PE9PF-IIIb-29

24. describes the nature and

background of the dance

PE9RD-IIIb-1

25. executes the skills involved in

the dance

26. monitors periodically ones

progress towards the fitness
goals
27. performs appropriate first aid
for injuries and emergency
situations in physical activity
and dance settings (cramps,
sprain, heat exhaustion)

K to 12 Physical Education Curriculum Guide December 2013

CODE

PE9RD-IIIb-h-4

PE9PF-IIIb-h28

PE9PF-IIIb-h30

LEARNING
MATERIALS
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 17 of 25

K to 12 BASIC EDUCATION CURRICULUM

CONTENT

CONTENT
STANDARDS

FOURTH QUARTER/ FOURTH PERIOD

The learner . . .
Active
Recreation
a. Indoor
1.individ
ual and
dual
sports
2. team
sports
3.
dances

demonstrates
understanding of
lifestyle and weight
management to
promote community
fitness

PERFORMANCE
STANDARDS

The learner . . .
maintains an active
lifestyle to influence the
physical activity
participation of the
community
practices healthy eating
habits that support an
active lifestyle

b. Out
door

K to 12 Physical Education Curriculum Guide December 2013

LEARNING COMPETENCY

CODE

28. involves oneself in community

service through dance
activities in the community

PE9PF-IIIg-h41

29. recognizes the needs of others

in real life and in meaningful
ways

PE9PF-IIIa-h42

30. discusses the nature and

background of indoor and
outdoor recreational activities

PE9GS-IVa-6

LEARNING
MATERIALS
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Proj EASE Module
2
Proj EASE Module
5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1,
2& 3
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4

Page 18 of 25

K to 12 BASIC EDUCATION CURRICULUM

CONTENT

CONTENT
STANDARDS

PERFORMANCE
STANDARDS

LEARNING COMPETENCY

CODE

1.Hiking
2.Campi
ng
3.Orient
eerin
g
4.Biking
Note: Activities
not limited to
the above list

31. participates in active

recreation

32. advocates community efforts

to increase participation in
physical activities and
improve nutrition practices

33. practices environmental ethics

(e.g Leave No Trace) during
participation in recreational
activities of the community

K to 12 Physical Education Curriculum Guide December 2013

PE9GS-IVb-h-7

PE9PF-IVb-h43

PE9PF-IVb-h44

LEARNING
MATERIALS
Proj EASE Module
2
Proj EASE Module
5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1,
2& 3
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit
2, 3 & 4
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1

Page 19 of 25

K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY
Adherence

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

Apparently
healthy individual

Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative
thoughts, excessive 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.
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 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 (BLS)

An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to
maintain life until 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

Anxiety

Competition
environment
Competition
environment
management

This comprises of individuals and material resources where competition is held

Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)

Conflict
management

The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing
learning and outcomes or performance.
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.

Dance Mixers

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
partners and allow beginners to dance with more advanced dancers.

Deconditioning

To lose fitness

Dehydration

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

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K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY
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 ones 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

Assessment of how beneficial or practical the development of a particular system will be to an event.

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 ones 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

Implements

An instrument, tool, or utensil for accomplishing work.

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K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY
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
Motivational
strategies
Motor control
Motor learning
Movement screen

Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Techniques or exercises used to improve a participants drive and persistence toward his/her goal.
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the
rest of the body and the environment
A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability
for skilled behaviour
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
enhancement

Measures taken to perform better in sports or exercise.

Performance goal

Specific personal standard unaffected by the performance of others

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K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY
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 selfspace

Is a given space when you move in your fixed position.

Physical activity

Any bodily activity that enhances or maintains physical fitness, health and wellness
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
Promotional
strategies
Psychological
impact

Activities that help avoid injuries

A careful plan for spreading the word about a product or service to stakeholders and the broader public.
Mental, emotional, or behavioural consequence.

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
instruction
Rehabilitative
activities

Teaching sports and other related activities as leisure pursuits.

Activities designed to restore something to its former condition.

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

Safety awareness

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

Self-efficacy

Belief in ones ability to complete a task or reach ones 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

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K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY
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

Sport-life balance

The need to equip the learner with skills to manage the demands of ones study and training through integral formation. This is
significant to an athletes 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.

Stretching

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 muscles 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.

Tiklos

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 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.

CODE BOOK LEGEND

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K to 12 BASIC EDUCATION CURRICULUM

Sample:

LEGEND

PE2PF-IIa-h-14

SAMPLE
Learning Area and
Strand/ Subject or
Specialization

Physical Education

Grade Level

Grade 2

CODE

Body Management

EL

Movement Skills

MS

Physical Fitness

PF

Games and Sports

GS

Rhythms and Dance

RD

PE2

First Entry

Uppercase Letter/s

DOMAIN/ COMPONENT

Domain/Content/
Component/ Topic

Physical Fitness

PF
-

Roman Numeral
*Zero if no specific
quarter
Lowercase Letter/s
*Put a hyphen (-) in
between letters to
indicate more than a
specific week

Quarter

Second Quarter

II

Week

Week one to eight

a-h
-

Arabic Number

Competency

Observes correct
posture and body
mechanics while
performing
movement activities

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14

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