PE Curriculum GuideDoc

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.
K to 12 Physical Education Curriculum Guide May 2016 Page 2

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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
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 of all 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.
Learning Approaches
Physical literacy is consisting 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 build 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
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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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. 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
Appropriate
Standard Integrated Inclusive
based
MOVE TO LEARN, LEARN TO MOVE

Figure 1. The Conceptual Framework of Physical Education

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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 movement and fitness physical activity behaviors in
for active participation in various for active participation in various achieving an active lifestyle.
physical activities. physical activities.
Body Management
Movement Skills
Physical Fitness

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Games and Sports
Rhythms and Dance

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Grade Level K to 12 BASIC EDUCATION CURRICULUM
Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships
Grade 2
through participation in 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
The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 7

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

Person, Objects,
Movement skills Body Shapes and Directions,
GRADE 3 Time, Force and Flow Sound and
Rhythms and dance Body Actions Levels, Pathways
Environment
Games and sports and Planes
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-
Physical fitness
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
Key Stage 2
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
GRADE 4 striking/fielding Invasion games
games,
Rhythms and dance Folk, indigenous, ethnic, traditional and
creative dances

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-
GRADE 5 striking/fielding Invasion games Wall/net games, invasion games
games
creative dances
GRADE 6 striking/fielding Invasion games
games
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
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bonestrengthening 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 bonestrengthening activities
Games and sports Team Sports
Folk dances
Rhythms and dance with Asian
influence
Community Fitness
GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active
Games and sports
Recreation

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-
(indoor &
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-
Rhythms and dance 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.

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

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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
TIME ALLOTMENT FOR PHYSICAL EDUCATION
Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week
GRADE 1
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness The learner . . . The learner . . . The learner . . .
(Different body parts demonstrates performs with 1. describes the different PE1BM-Ia-b-
and their movements) understanding coordination parts of the body and MISOSA 4- module 4
1
awareness of enjoyable their movements through
body parts in movements enjoyable physical
activities
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preparation for on body

participation in awareness .
physical
activities.
2. creates shapes by using PE1BM-Ic-d-

different body parts 2
3. shows balance on one, two,
PE1BM-Ie-f-
three, four and five body MISOSA 4- module 4
3
parts
PE1BM-Ig-h-
4. exhibits transfer of weight MISOSA 4- module 4
4
5. recognizes the importance
PE1PF-Ia-h-
of participating in fun and MISOSA 4- module 4
1
enjoyable physical activities
6. engages in fun and
enjoyable physical activities
with
coordination
PE1PF-Ia-h-
Suggested learning activities 2 MISOSA 4- module 4
 action songs
 singing games
 simple games
 chasing and fleeing games
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 mimetics
SECOND QUARTER/ SECOND GRADING

Space Awareness The learner . . . The learner . . . 1. MISOSA 4- module
1
(Moving in different demonstrates performs 2. Music, Art,
directions at spatial understanding movement Physical Education
PE1BM-IIa-
levels) ofspace skills in a given and Health 2.
7. identifies locomotor skills b-
awareness in space with (Tagalog)DepEd.
5 - Falcutila, Rogelio F.
preparation for coordination.
et.al.
2013. pp. 303-305

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schools

Space Awareness participation in 1. MISOSA 4- module
physical 1
(Moving in different activities. 2. Music, Art,
8. demonstrates moving
directions at spatial Physical Education
within a group without PE1BM-IIc-
levels) and Health 2.
bumping or falling using e6
(Tagalog)DepEd.
locomotors skills - Faculita, Rogelio
F. et.al. 2013.pp.
304-305
9. executes locomotor skills
while moving in different PE1BM-IIf- MISOSA 4- module 1
directions at different spatial h7 pp.2-3
levels
1. MISOSA 4- module
1
2. Music, Art,
Physical Education
10. engages in fun and and Health 2.
PE1PF-IIa-
enjoyable physical activities (Tagalog)DepEd.
h2 - Falculita, Rogelio
with coordination
et.al. 2013.
306-307

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11. illustrates/demonstrate
acceptable responses to
challenges, successes, PE1PF-IIa- MISOSA 4- module 1
and failures during h3
participation in motor
fitness activities
12. demonstrates acceptable
responses to challenges,
successes, and failures
during participation in
physical activities
1. MISOSA 4- module
Suggested learning activities 1
 action songs 2. Music, Art,
 singing games Physical Education
PE1PF-IIa-
 simple games and Health 2.
h4
(Tagalog)DepEd.
- Faliculita, Rogelio
 mimetics
F. et.al. 2013. pp.
311-314

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schools

THIRD QUARTER/ THIRD GRADING
Qualities of Effort The learner . . . The learner . . . 13.describes the difference
between slow and fast, PE1BM-
MISOSA 4- module 1
(Slow and fast, heavy demonstrates performs heavy and light, free and IIIab-8
and understanding of movements of bound movements
light, free and bound qualities of effort varying qualities
movements) in preparation for of effort with 14. demonstrates contrast
participation in coordination. between slow and fast PE1BM-
physical speeds while using IIIcd-9 MISOSA 4- module 1
activities. locomotor skills p.4
15. demonstrates the

PE1BM-IIIe- MISOSA 4- module 1
difference between heavy
f10
and light while moving
16. demonstrates the difference PE1BM-IIIgh- MISOSA 4- module 1
between free and bound 11
17. demonstrates the difference PE1PF-IIIa- MISOSA 4- module 1
between free and bound h2
18. engages in fun and PE1PF-IIIa- MISOSA 4- module 1
enjoyable physical activities h6
19. enumerates the PE1PF-IIIa-
characteristics of a good h7
team player
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20. differentiates sharing from PE1PF-IIIa-

cooperating h8
21. demonstrates the
characteristics of sharing PE1PF-IIIa-
and cooperating in h9
physical activities
Suggested learning activities

 action songs
 singing games
 simple games
mimetics
FOURTH QUARTER/ FOURTH GRADING
Movement The learner . . . The learner . . . 22. identifies movement PE1BM-IVa- MISOSA 4- module 1
Relationships relationships b12
demonstrates performs 23. demonstrates relationship PE1BM-IVc- MISOSA 4- module 1
(Relationship to a understanding of movements in of movement e13
moving
or stationary relationships of relation to a 24. performs jumping over a
object/person) movement skills stationary or stationary object several PE1BM-IVf- MISOSA 4- module 1
in preparation for moving times in succession, using h14
participation in forward- and- back and

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physical activities object/person side-to-side movement

with coordination. patterns
25. engages in fun and PE1PF-IVa- MISOSA 4- module 1

enjoyable physical activities h2
26. shows interest in PE1PF-IVa- MISOSA 4- module 1
participating in physical h9
activities
27. follows simple instructions PE1PF-IVa- MISOSA 4- module 1
and rules h10
28. enjoys participating in
physical activities

 action songs
PE1PF-IVa- MISOSA 4- module 1
h11
 singing games
 simple games
mimetics

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schools
GRADE 2
CONTENT PERFORMANCE LEARNING LEARNING

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS
Body Shapes The learner . . . The learner . . . The learner . . Music, Art, Physical
(Straight, curled, 1.describes body Education and Health
wide and twisted) demonstrates performs body shapes shapes and 2. (Tagalog) DepEd.
PE2BM-Ia-b-1 Falculita, Rogelio F.
and Body Actions understanding of and actions properly. actions
(Walking, standing, body shapes and et.al. 2013. pp.
sitting) body actions in 295-296
preparation 2. demonstrates body Music, Art, Physical
for various shapes and Education and
movement actions PE2BM-Ic-d- Health 2. Tagalog)
activities 15 DepEd. Falculita,
Rogelio F. et.al. 2013.
pp. 297-299
3. creates body Music, Art, Physical
shapes and actions Education and
Health 2.(Tagalog)
PE2BM-Ie-f-2
DepEd. Falculita,
Rogelio F. et.al.2013.
pp. 300-301

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schools
4. demonstrates 1. MISOSA 4 - module

momentary 1.
stillness in 2. Music, Art, Physical
symmetrical and Education and
PE2BM-Ig-h-
asymmetrical Health 2. (Tagalog)
16
shapes using body DepEd.
parts other than Falculita, Rogelio F.
both feet as a base et.al. 2013.
of support pp. 300-301
5. demonstrates
movement skills in
PE2MS-Ia-h-1
response to sound
and music
6. exhibits correct MISOSA 6 – module 5
PE2PF-Ia-h-12
body posture
7. assesses body Music, Art, Physical
posture Education and
Health 2.(Tagalog)
PE2PF-Ia-h-13
DepeEd. Falculita,
Rogelio F. et.al. 2013.
pp. 380-382

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schools
8. engages in fun and PE2PF-Ia-h-2 1. MISOSA 6 –

enjoyable physical module 1 - 5
activities 2. Music, Art, Physical
Education and
Suggested learning activities Health 2.(Tagalog)
movement skills activities DepEd. Falculita,
(locomotor, Rogelio F.
nonlocomotor and et.al.2013.
pp. 303-305. 311-
314. 375

manipulative
Body Shapes The learner . . . The learner . . . skills) folk dances
(Straight, curled, (Alitaptap/Rabong)
wide and twisted)
demonstrates performs body shapes rhythmic routines
and Body Actions
understanding of and actions properly. (ribbon, hoop, balls,
(Walking, standing,
body shapes and and any available
sitting) body actions in indigenous/improvised
preparation materials)
for various relays and races
movement
activities

124
schools
Locations h The learner . . . hThe learner. . . 9. describes

(Behind,infront, movements in a
demonstrates performs movements PE2BM-IIa-b-
under, over, location, direction, MISOSA 4 - module 1
personal space, understanding of accurately involving 17
level, pathway and
general space) locations, locations, directions,
plane
Directions directions, levels, levels, pathways and
pathways and planes. 10. moves in:
(linearforward and
backward, lateral- planes  personal
sideward, and multi- and general
directional) Levels space
(High, middle, low)  forward,
Pathways backward,
(Straight, curved, and
zigzag) and sideward
Planes directions
(Diagonal,  high, PE2BM-IIc-h-
horizontal, middle, and 18
vertical, and low levels
rotational)  straight,
curve, and
zigzag
pathways
 diagonal
and
horizontal
planes

124
schools
11. demonstrates
movement skills
in response to PE2MS-IIa-h-1
sounds and
music
h 12. observes correct Music, Art, Physical
posture and body Education and
mechanics while Health 2.(Tagalog)
PE2PF-IIa-h-14
performing DepEd. Falculita,
movement Rogelio F. et.al.2013.
pp. 380-381

Locations (Behind, The learner . . . The learner. . . activities
infront, under, over,

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schools
personal space, demonstrates performs 13. engages in fun and Music, Art, Physical
general space) understanding of movements enjoyable Education and
Directions(linearforward locations, accurately involving physicalactivities Health 2.(Tagalog)
and backward, lateral- directions, levels, locations, directions, Suggested learning activities DepEd. Falculita,
sideward, and pathways and levels, pathways and  movement skills activities Rogelio F.
multidirectional) Levels planes planes. et.al.2013. pp. 375.
(locomotor,
(High, middle, low) nonlocomotor and PE2PF-IIa-h- 303305. 313-314
Pathways (Straight, manipulative skills) 2
curved, zigzag) and  folk dances
Planes (Diagonal,  rhythmic routines
horizontal, vertical, and (ribbon, hoop, balls, and
rotational any available
indigenous/improvised
materials)
 relays and races
Time (slow, slower, The learner . . . The learner . . . 14. describes movements
slowest/fast, faster, in a location, PE2BM-IIIa-
fastest) Force (light, demonstrates direction, level, b17
understanding of pathway and plane

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lighter, lightest/strong, movement in performs movements 15. moves: MISOSA 4 - module

stronger, strongest) and relation to time, accurately involving 1
Flow (smoothness of force and flow time, force, and flow. 15.1 at slow, slower,
movement) slowest/fast, faster,
fastest pace
PE2BM-IIIc-
15.2 using light,
h19
lighter,
lightest/strong,
stronger, strongest
force with
smoothness
16. demonstrates Music, Art, Physical
movement skills in PE2MS-IIIa- Education and
h-1 Health 2.(Tagalog)
DepEd. Falculita,

response to sound Rogelio F. et.al.2013..
Time (slow, slower, The learner . . . The learner . . . and music pp. 309-310
slowest/fast, faster, 17. engages in fun and Music, Art, Physical
fastest) Force (light, demonstrates performs movements enjoyable physical Education and
lighter, lightest/strong, understanding of accurately involving activities PE2PF-IIIa-h- Health 2.(Tagalog)
stronger, strongest) movement in time, force, and flow. 2 DepEd.
and Flow relation to time, Falculita, Rogelio F.
force and flow et.al.2013.

124
schools
(smoothness of pp. 304-305

movement)
18. observes correct 1. MISOSA 6 –

posture and body module 1
mechanics while 2. Music, Art,
performing Physical Education
movement activities and Health
2.(Tagalog)
Suggested learning activities DepEd.
 movement skills Falculita, Rogelio
activities locomotor, F. et.al.2013.
nonlocomotor and PE2PF-IIIa-h- pp. 375. 303-305.
manipulative skills 14 313-314
folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls,
and any available
materials)
relays and
races

124
schools
Person (Individual, The learner . . . The learner . . . 19. familiarizes in

pair, group), Objects various movement
(ribbon, hoop, balls, demonstrates performs movement activities involving PE2BM-IV-a-
and any available MISOSA 5 –module 1
understanding of activities involving person, objects, b20
indigenous/improvised movement person, objects, music and
materials), Sound, activities relating music and environment
Environment to person, objects, environment correctly
(indoor and outdoor 20. moves:
music and
settings) environment
Person (Individual, 20.1 individually, PE2BM-IV-c- MISOSA 5 –module
pair, group), Objects with partner, h21 1pp.2-3
and with group
20.2 with ribbon,

(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 ovised
Environment movement person, objects, materials
(indoor and outdoor activities relating music and 20.3 with sound
settings) to person, objects, environment correctly 20.4 in indoor and
music and outdoor
environment settings

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movement skills in Education and
response to sound Health 2.(Tagalog)
PE2MS-IV-a-
DepEd. Falculita,
h-1
pp. 356-357
22. engages in fun and Music, Art, Physical

enjoyable physical Education and
activities PE2PF-IV-a- Health 2.(Tagalog)
h-2 DepEd. Falculita,
pp.313-314

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schools
23. observes correct

body posture and
body mechanics
while
performing movement
activities

 movement skills
activities locomotor,
PE2PF-IV-a- MISOSA 6 –module
non-locomotor
h14 1pp.1-6
and manipulative
skills folk dances
(Alitaptap/Rabong)
(ribbon, hoop, balls,
and any available
materials)
relays and races

124
schools
GRADE 3

Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical
(Straight, curled, 1. describes body Education and Health
wide and twisted) demonstrates performs body shapes and actions 2.(Tagalog) DepEd.
and Body understanding of shapes and PE3BM-Ia-b-1 Falculita, Rogelio F.
Actions body shapes and actions properly. et.al.2013.
(Walking, body actions in pp. 295-296
standing, preparation for 2. performs body Music, Art, Physical
sitting) various shapes and actions Education and Health
movement activities PE3BM-Ic-d- 2.(Tagalog) DepEd.
15 Falculita, Rogelio F.
et.al.2013.
pp. 297-299
3. creates body shapes Music, Art, Physical
and actions Education and Health
PE3BM-Ie-f-2 2.(Tagalog) DepEd.
Falculita, Rogelio F.
et.al.2013. pp. 300-301

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momentary stillness in Education and Health
symmetrical and 2.(Tagalog) DepEd.
PE3BM-Ig-h- Falculita, Rogelio F.
asymmetrical shapes
16 et.al.2013. pp. 300-301
using body parts other
than both feet as a
base of support
5. demonstrates
movement skills in
PE3MS-Ia-h-1
response to sounds
and music
6. identifies conditioning Music, Art, Physical
and flexibility Education and Health
exercises that will PE3PF-Ia-h-15 2.(Tagalog) DepEd.
improve posture Falculita, Rogelio F.
et.al.2013. pp. 381-382
7. performs conditioning Music, Art, Physical
and flexibility Education and Health
exercises that will PE3PF-Ia-h-16 2.(Tagalog) DepEd.
improve body posture Falculita, Rogelio F.
et.al.2013. pp. 381-382
8. engages in fun and Music, Art, Physical
enjoyable physical Education and Health
activities PE3PF-Ia-h-2 2.(Tagalog) DepEd.
Falculita, Rogelio F.
Suggested learning activities et.al.2013.

124
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movement skills activities pp. 303-305. 313-314

(locomotor, non-
Body Shapes The learner . . . The learner . . . locomotor and
(Straight, curled, manipulative skills)
wide and twisted) demonstrates performs body  folk dances
and Body understanding of shapes and (Tiklos/Kundaykunday)
Actions body shapes and actions properly.  rhythmic routines
(Walking, body actions in (ribbon, hoop, balls, and
standing, preparation for any available
sitting) various indigenous/improvised
movement activities materials)
 lead up, organized and
indigenous games
corrective exercises

Locations The learner . . . The learner . . . The learner . . .
(Behind,in 9. describes movements PE3BM-IIa-b-
front, under, demonstrates performs in a location, direction,
17
over, understanding of movements level,
personal locations, directions, accurately pathway and plane
124
schools
space, levels, pathways and involving locations,

general planes directions, levels,
space) pathways and
Directions planes.
(linear-forward and
10. moves in:
backward, lateral-
sideward, and
multidirectional)  personal and
Levels general space
(High, middle, low)  forward, backward,
Pathways and sideward
(Straight, directions PE3BM-IIc-h-
curve,  high, middle, and 18
zigzag) and low
Planes levels
(Diagonal,  straight, curve, and
horizontal, vertical, zigzag pathways
and  diagonal and
rotational) horizontal planes
11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies
1. MISOSA 5 - module
conditioning and
PE3PF-IIa-h- 1
flexibility exercises
15 2. MISOSA 5 - module
that will improve
5. pp. 1-5
body

124
schools

mechanics
Locations The learner . . . The learner . . .
(Behind,in 13. performs
front, under, demonstrates performs conditioning and MISOSA 6- Module 5.
PE3PF-IIa-h-
over, understanding of movements flexibility exercises pp.1-6.
16
personal locations, directions, accurately that will improve
space, levels, pathways and involving body mechanics
general planes locations, 14. engages in fun and
space) directions, levels, enjoyable physical
Directions pathways and activities
(linear-forward planes. Suggested learning activities
and backward,
 movement skills
lateral- sideward, activities (locomotor,
and Music, Art, Physical
non-locomotor and
multidirectional) Education and Health
manipulative skills)
Levels 2.(Tagalog) DepEd.
 folk dances (Tiklos/ PE3PF-IIa-h-2
(High, middle, low) Falculita, Rogelio F.
Kundaykunday)
Pathways et.al.2013. pp. 345.
(Straight, (ribbon, hoop, balls, and 313-314
curve, any available
zigzag) and indigenous/improvised
Planes materials)
(Diagonal,
horizontal, vertical,
indigenous games
and
124
schools
rotational) corrective exercises

Time The learner . . . The learner . . . 15. describes
(slow, slower, movements in a MISOSA 4 – module 1
PE3BM-IIIa-
slowest/fast, demonstrates performs location, direction, pp.3-4
faster, b17
understanding of movements level, pathway and
fastest ) accurately plane

124
schools
Force movement in relation involving time, 16. moves:

(light, lighter, to force, and flow.
lightest/strong, time, force and flow  at slow, slower,
stronger, slowest/fast, faster,
strongest) and fastest pace PE3BM-IIIc-
Flow  using light, lighter, h19
(smoothness of lightest/strong,
movement) stronger, strongest
force with
smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to

Time The learner . . . The learner . . . sound
(slow, slower,
slowest/fast, faster, demonstrates performs 18. engages in fun and
PE3PF-IIIa-h-
fastest ) enjoyable physical
understanding of movements 2
Force movement in relation accurately activities
(light, lighter, to involving time, 19. identifies
lightest/strong, time, force and flow force, and flow. conditioning and MISOSA 5 – module
PE3PF-IIIa-h-
stronger, strongest) flexibility exercises 1. pp.1-5
15
and Flow that will improve
body mechanics

124
schools
(smoothness of 20. performs

movement) conditioning and
that will improve
body
mechanics

 movement skills
non-locomotor and
manipulative skills PE3PF-IIIa-h- MISOSA 5 – module
 folk dances (Tiklos/
16 1.
Kundaykunday)
(ribbon, hoop, balls, and
any available
materials)
indigenous games
 corrective exercises

124
schools
Person The learner . . . The learner . . . The learner . . .

(Invidual, pair, group) 21. participates in
MISOSA 4 – module
Objects demonstrates performs various movement
PE3BM-IV-a- 5. pp.3-5
(ribbon, hoop, balls, understanding of movement activities involving
movement activities b20
and any available activities involving person, objects,
indigenous/improvised relating to person, person, objects, music and
materials), objects, music and music and environment
Sound and environment environment 22. moves:
Environment correctly PE3BM-IV-c-
individually, with h21
partner, and with
(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 materials
(ribbon, hoop, balls, understanding of movement  with sound
and any available movement activities activities involving  in indoor and
indigenous/improvised relating to person, person, objects, outdoor settings
materials), objects, music and music and 23. demonstrates movement
Sound and environment environment PE3MS-IV-a-
skills in response to
correctly h-1
sounds and music

124
schools
Environment (indoor 24. engages in fun and

PE3PF-IV-a-h-
and outdoor enjoyable physical
2
settings) activities
25. identifies
conditioning and
PE3PF-IV-a-
h15
that will improve
posture
26. performs
conditioning and
that will improve
body
mechanics

 movement skills
PE3PF-IV-a-
h16
non-locomotor and
manipulative skills
 folk dances
(Tiklos/Kundaykunday)
(ribbon, hoop, balls, and
any available
materials)

124
schools

indigenous games
corrective exercises

124
schools
GRADE 4

Assessment of The learner . . . The learner . . . The learner . . .
physical activities 1. describes the
and PE4PF-Ia-16
demonstrates participates and physical activity
physical fitness understanding of assesses pyramid
participation and performance in 2. explains the
assessment of physical activities. PE4PF-Ia-17
indicators for fitness
Target games physical activities
(Tumbangpreso, assesses physical 3. assesses regularly
and physical
tamaang- fitness participation in
fitness
tao/batuhang bola, physical activities PE4PF-Ib-h-18
tatsing), based on physical
striking/fielding activity pyramid
games (syato, 4. explains the EASE PE - module 2.
basagang nature/background PE4GS-Ib-1 pp. 6-7, 1213.
palayok, kickball)
of the games
Note: Games are not 5. describes the skills EASE PE - module 2.
PE4GS-Ib-2
limited to the above involved in the games
listed activities 6. observes safety
PE4GS-Ib-h-3
precautions

124
schools
7. executes the different

skills involved in the PE4GS-Ic-h-4
game
8. recognizes the value
of participation in PE4PF-Ib-h-19
physical activities
9. displays joy of effort,
respect for others and
fair play during PE4PF-Ib-h-20
participation in
physical activities
10. explains health and
skill related fitness PE4PF-Ia-21
components
11. identifies areas for
improvement
PE4PF-Ib-h-22

SECOND QUARTER/ SECOND PERIOD

124
schools
The learner . . . The learner . . . 12. describes the PE4PF-IIa-16

Assessment of Philippines physical
physical activities demonstrates participates and activity pyramid
and physical fitness understanding of assesses 13. explains the
participation in performance in PE4PF-IIa-17
Invasion games and assessment physical activities.
(agawan base, lawin of physical 14. assesses regularly
at assesses physical participation in
activities and PE4PF-IIb-h-
sisiw, agawanpanyo) physical fitness fitness physical activities
18
based on physical
Note: Games are not activity pyramid
limited to the above 15. explains the
listed activities nature/background of PE4GS-IIb-1
the games
16. describes the skills
PE4GS-IIb-2
involved in the games
17. observes safety
PE4GS-IIb-h-3
precautions
skills involved in the PE4GS-IIc-h-4
game
PE4PF-IIb-h-
of participation in
19
physical activities

124
schools

PE4PF-IIb-h-
fair play during
20
participation in
physical activities
skill related fitness PE4PF-IIa-21
components
22. identifies areas for PE4PF-IIb-h-
improvement 22
THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the
physical activities Philippines physical PE4PF-IIIa-16
and physical fitness demonstrates participates and activity pyramid
understanding of assesses 24. explains the
Folk (Liki/Ba-Ingles), participation and performance in PE4PF-IIIa-17
indigenous, ethnic, assessment of physical activities.
25. assesses regularly PE4PF-IIIb-h18
participation in
physical

traditional and physical activity assesses physical activities based on
creative dances and fitness physical activity
physical fitness pyramid
124
schools
26. explains the

Note: Dances nature/background of PE4GS-IIIb-1
available in the area the dance
can be selected. 27. describes the skills
PE4GS-IIIb-2
involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
skills involved in the PE4GS-IIIc-h-4
dance
of participation in PE4PF-IIIb-h19
physical activities
respect for others
PE4PF-IIIb-h20
during participation in
physical activities
skill related fitness PE4PF-IIIa-21
components
PE4PF-IIIa-22
improvement
FOURTH QUARTER/ FOURTH PERIOD

124
schools

physical activities Philippines physical PE4PF-IVa-16
and demonstrates participates and activity pyramid
physical fitness understanding of assesses 35. explains the
participation and performance in PE4PF-IVa-17
Folk (Liki/Ba-Ingles), assessment of physical activities.
indigenous, ethnic, physical activity 36. assesses regularly
traditional and and assesses physical participation in
creative dances physical fitness fitness physical activities PE4PF-IVb-h-
based on Philippines 18
Note: Dances physical activity
available in the area pyramid
can be selected. 37. explains the
nature/background of PE4RD-IVb-1
the dance
PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities 39. observes safety PE4RD-IVb-h-
and physical fitness demonstrates participates and precautions 3
understanding of assesses
participation and performance in PE4RD-IVc-h-
skills involved in the
assessment of physical activities. 4
dance

124
schools
Folk (Liki/Ba-Ingles), physical activity 41. recognizes the value

PE4PF-IVb-h-
indigenous, ethnic, and physical assesses physical of participation in
traditional and 19
fitness fitness physical activities
creative dances
respect for others PE4PF-IVb-h-
Note: Dances
during participation in 20
available in the area
physical activities
can be selected.
skill related fitness PE4PF-IVa-21
components
44. identifies areas for PE4PF-IVb-h-
improvement 22

124
schools
GRADE 5

Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the
fitness PE5PF-Ia-
demonstrates participates and Philippines physical
16
understanding of assesses activity pyramid
participation and performance in 2. explains the indicators PE5PF-Ia-
Target games assessment of physical activities. for fitness 17
(Tumbangpreso, physical activity 3. assesses regularly
tamaang-tao/batuhang and physical assesses physical
participation in physical
bola, tatsing), fitness PE5PF-Ib-
fitness activities based on the
striking/fielding games h18
(syato/,basagangpalayok, Philippines physical
kickball) activity pyramid
4. explains the Ease P.E - Module
Note: Games are not nature/background of PE5GS-Ib-1 2. pp. 4. 6-
limited to the above listed the games 7. 12-13
activities 5. describes the skills
PE5GS-Ib-2
6. observes safety precautions PE5GS-Ib-h-
3
PE5GS-Ic-h-
skills involved in the
4
game
124
schools
8. recognizes the value of

PE5PF-Ib-
h19
activities
PE5PF-Ib-
fair play during
h20
activities
PE5PF-Ia-
skill related fitness
21
components
improvement
PE5PF-Ib-
h22

SECOND QUARTER / SECOND GRADING
physical activities and Philippines physical PE5PF-IIa-16
physical fitness demonstrates participates and activity pyramid
understanding of assesses 13. explains the indicators
participation in PE5PF-IIa-17
for fitness

124
schools
Invasion games and assessment performance in 14. assesses regularly

(agawan base, lawin of physical activity physical activities. participation in
at and physical activities PE5PF-IIb-
sisiw, agawanpanyo) physical fitness assesses physical based on the h18
fitness Philippines physical
Note: Games are not activity pyramid
limited to the above
15. explains the
listed
activities nature/background of PE5GS-IIb-1
the games
PE5GS-IIb-2
17. observes safety PE5GS-IIb-
precautions h3
18. executes the different PE5GS-IIc-
skills involved in the h4
game
PE5PF-IIb-
of participation in
h19
physical activities
PE5PF-IIb-
fair play during
h20
participation in
physical activities

124
schools

components
22. identifies areas for PE5PF-IIb-
improvement h22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the PE5PF-IIIa16
physical activities and Philippines physical
physical fitness demonstrates participates and activity pyramid
24. explains the indicators PE5PF-IIIa17
for fitness
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
understanding of assesses 25. assesses regularly
participation and performance in participation in
Folk (Cariñosa/ assessment of physical activities. physical activities PE5PF-
Polka saNayon), physical activity based on the IIIbh-18
indigenous, and assesses physical Philippines physical
physical fitness fitness activity pyramid

124
schools
ethnic, traditional 26. explains the 1. Enjoy Life with P.E and
and nature/background of Health II. Darilag, Agripino
creative dances the dance G. et.al. 2012. pp. 127.
134. 143. 152.
Note: Dances PE5RD- 153.*
available in the IIIb-1
area can be 2. EdukasyongPangkatawan,
selected. Kalusugan at Musika III.
Adriano, Celia T. et.al.
1999. p. 31.*
27. describes the skills Enjoy Life with P.E and
PE5RD-
involved in the dance Health II. Darilag, Agripino G.
IIIb-2
et.al. 2012. pp. 128-161.*
28. observes safety PE5RD-
precautions IIIbh-3
29. executes the Enjoy Life with P.E and
different skills PE5RD- Health II. Darilag, Agripino G.
involved in the dance IIIch-4 et.al. 2012. pp. 128-161.*

PE5PF-
of participation in
IIIbh-19
physical activities
respect for others PE5PF-
during participation in IIIbh-20
physical activities
124
schools
32. explains health and PE5PF-

skill related fitness IIIa21
components
improvement
PE5PF-
IIIbh-22
CONTENT PERFORMANCE
STANDARDS STANDARDS
PE5PF-IVa-
physical activities Philippines physical
and physical 16
demonstrates participates and activity pyramid
fitness understanding of assesses 35. explains the indicators PE5PF-IVa-
participation and performance in for fitness 17
Folk (Cariñosa/ assessment of physical activities.
Polka saNayon), physical activity 36. assesses regularly
indigenous, and assesses physical participation in physical
PE5PF-IVb-
ethnic, traditional physical fitness activities based on
fitness h18
and the Philippines physical
activity pyramid

124
schools
creative dances 37. explains the 1. EdukasyongPangkatawan,

nature/background of Kalusugan at Musika III.
Note: Dances the dance Adriano, Celia T. 1999. p.
available in the PE5RD- 31.*
area can be IVb-1 2. Enjoy Life with P.E and
selected. Health II. Darilag, Agripino
G. et.al. 2012. pp. 127.
134. 143. 152. 153.*
38. describes the skills Enjoy Life with P.E and
PE5RD-
involved in the dance Health II. Darilag, Agripino G.
IVb-2
et.al. 2012. pp. 128-161.*
39. observes safety precautions PE5RD-
IVb-
h-3
40. executes the different PE5RD- Enjoy Life with P.E and
skills involved in the IVc-h- Health II. Darilag, Agripino G.
dance 4 et.al. 2012. pp. 128-169.*
41. recognizes the value of
PE5PF-IVb-
h19
activities
respect for others during PE5PF-IVb-
participation in physical h20
activities

124
schools
43. explains health and skill

PE5PF-IVa-
related fitness
21
components
44. identifies areas for PE5PF-IVb-
improvement h22
GRADE 6

Assessment of The learner . . . The learner . . . The learner . . .
physical activities 1. describes the
and demonstrates participates and Philippines physical PE6PF-Ia-16
physical fitness understanding of assesses activity pyramid
participation and performance in 2. explains the
assessment of physical activities. PE6PF-Ia-17
Target games physical activity and
(Tumbang preso, assesses physical 3. assesses regularly
physical fitness
tamaangtao/batuhang fitness participation in
bola, tatsing), physical activities
PE6PF-Ib-h-18
striking/fielding based on the
games Philippines physical
(syato/,basagang activity pyramid

124
schools
palayok, kickball) 4. explains the EASE P.E Module 2

nature/background PE6GS-Ib-1 pp.6-7,12-13
of the games
Note: Games are not 5. describes the skills EASE P.E Module 2
limited to the above involved in the PE6GS-Ib-2 pp.6-7,12-13
listed activities games
6. observes safety
PE6GS-Ib-h-3
precautions
7. executes the
different skills
PE6GS-Ic-h-4
involved in the
game
of participation in PE6PF-Ib-h-19
physical activities
respect for others
and fair play during PE6PF-Ib-h-20
participation in
physical activities
skill related fitness PE6PF-Ia-21
components
improvement PE6PF-Ib-h-22

124
schools

physical Philippines physical PE6PF-IIa-16
activities and demonstrates participates and activity pyramid
participation in and performance in PE6PF-IIa-17
assessment of physical activities.
Invasion games physical activities and 14. assesses regularly
(agawan base, physical fitness assesses physical participation in
lawin at sisiw, fitness physical activities
PE6PF-IIb-h-18
agawan panyo) based on the
Philippines physical
Note: Games activity pyramid
are not limited 15. explains the
to the above nature/background PE6GS-IIb-1
listed activities of the games
involved in the PE6GS-IIb-2
games

124
schools
17. observes safety

PE6GS-IIb-h-3
precautions
18. executes the
different skills
PE6GS-IIc-h-4
involved in the
game
19. recognizes the
value of
PE6PF-IIb-h-19
participation in
physical activities
20. displays joy of
effort, respect for
others and fair play PE6PF-IIb-h-20
during participation
in physical activities
components
improvement
PE6PF-IIb-h-22

124
schools

physical Philippines physical PE6PF-IIIa-16
participation and performance in PE6PF-IIIa-17
Folk (Itik-itik assessment of physical activities.
for girls and physical activity and 25. assesses regularly
Maglalatik for physical fitness assesses physical participation in
boys), fitness physical activities
PE6PF-IIIb-h-18
indigenous, based on the
ethnic, Philippines physical
traditional and activity pyramid
creative dances 26. explains the
nature/background PE6RD-IIIb-1
Note: Dances of the dance
available in the
area can be
involved in the PE6RD-IIIb-2
selected.
dance
28. observes safety
PE6RD-IIIb-h-3
precautions
29. executes the
different skills PE6RD-IIIc-h-4
involved in the
124
schools
dance
30. recognizes the

value of
PE6PF-IIIb-h-19
participation in
physical activities
31. displays joy of
effort, respect for
others during PE6PF-IIIb-h-20
participation in
physical activities
skill related fitness PE6PF-IIIa-21
components
improvement
PE6PF-IIIb-h-22

FOURTH QUARTER/ FOURTH
PERIOD

124
schools

physical Philippines physical PE6PF-IVa-16
participation and performance in PE6PF-IVa-17
Folk (Itik-itik assessment of physical activities.
for girls and physical activity and 36. assesses regularly
Maglalatik for physical fitness assesses physical participation in
boys), fitness physical activities
PE6PF-IVb-h-18
indigenous, based on the
ethnic, Philippines physical
traditional and activity pyramid
creative dances 37. explains the
nature/background PE6RD-IVb-1
Note: Dances of the dance
available in the
area can be 38. describes the skills
selected. involved in the PE6RD-IVb-2
dance
39. observes safety
PE6RD-IVb-h-3
precautions
40. executes the
different skills
PE6RD-IVc-h-4
involved in the
dance
41. recognizes the
value of PE6PF-IVb-h-19

124
schools
participation in
physical activities
42. displays joy of

effort, respect for
others during PE6PF-IVb-h-20
participation in
physical activities
skill related fitness PE6PF-IVa-21
components
PE6PF-IVb-h-22
improvement

124
schools
GRADE 7

CONTENT CODE LEARNING MATERIALS
STANDARDS STANDARDS COMPETENCY
Exercise Programs: The learner . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
. 1. undertakes
Training Guidelines, FITT designs an physical
Principles demonstrates individualized activity and PE7PF-
understanding exercise physical Ia-h23
Endurance, Muscle- and of guidelines program to fitness
Bonestrengthening and principles achieve assessments
in exercise personal fitness
Activities: a. individual 2. sets goals PE7PF- OHSP PE 1 Q1 – module 1
sports program
based on Ia24
design to
1. running assessment
achieve
2. rhythmic sportive results
personal
gymnastics 3. identifies OHSP PE 1 Q1 – module 1
fitness
3. swimming training
b. dual sports
PE7PF-
guidelines
1. badminton
Ib25
and FITT
2. table tennis principles
3. tennis 4. recognizes OHSP PE 1 Q1 – module 1
c. combative sports barriers(low
PE7PF-
1. arnis(anyo) level of
Ib26
2. taekwondo(poomsae) fitness, lack
3. karate(kata) of skill and

124
schools
time) to
Note: Activities dependent exercise
on teacher capability and
school resources. 5. prepares an PE7PF- OHSP PE 1 Q1 – module 1
exercise Ic27
program
1. OHSP PE 1 Q2 module1
4. OHSP PE 1 Q3 module 1
5. Enjoy Life with P.E and Health II.
Darilag, Agripino G. et.al 2012. P.
6. describes the 69.*
nature and 6. EdukasyongPangkatawan,Kalusugan
background PE7GS- at Musika III. Adriano, Celia T.
of the sport Id-5 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
7. executes 1. OHSP PE 1 Q2 module1
the skills 2. OHSP PE 1 Q2 module2
involved in 3. OHSP PE 1 Q2 module3
the sport PE7GS-
Idh-4
4. OHSP PE 1 Q3 module 1

124
schools
CONTENT PERFORMANCE
STANDARDS STANDARDS
5. Enjoy Life with P.E and
Exercise Programs: The learner . . The learner . . . Health II.
. Darilag, Agripino G. et.al.
Training Guidelines, FITT designs an 2012. pp.
Principles demonstrates individualized 72-73.*
understanding exercise program 6. EdukasyongPangkatawan,
Endurance, Muscle- and of guidelines to achieve Kalusugan at Musika I.
Bonestrengthening and personal fitness Abejo, Mary Placid. et.al.
Activities: a. individual principles in DepEd. 1994. Pp. 166170.
sports exercise
175-178. 183-185. 269-
1. running program
285.
2. rhythmic sportive design to
gymnastics achieve 8. monitors OHSP PE 1 Q1 – module 1
3. swimming personal periodically one’s PE7PF-
b. dual sports fitness progress towards Id-h28
1. badminton the fitness goals
2. table tennis 9. distinguishes from OHSP PE 1 Q1 – module 1
3. tennis fallacies and
c. combative sports misconceptions
PE7PF-
1. arnis(anyo) about the
physical activity Id29
2. taekwondo(poomsae)
3. karate(kata)
participation

124
schools
10. performs OHSP PE 1 Q1 – module 1

Note: Activities dependent appropriate first
on teacher capability and aid for sports-
school resources. related injuries PE7PF-
(e.g. Id30
cramps,sprain, heat
exhaustion)
11. assumes OHSP PE 1 Q1 – module 1

responsibility for PE7PF-
achieving personal Id-h31
fitness
12. keeps the OHSP PE 1 Q1 – module 1
importance of PE7PF-
winning and losing Id-h32
in perspective
Exercise Programs: The learner . . The learner . . . 13. undertakes OHSP PE 1 Q1 – module 1
. physical activity and PE7PF-
Training Guidelines, FITT modifies the physical fitness IIah-23
Principles demonstrates individualized assessments
understanding exercise program 14. reviews goals OHSP PE 1 Q1 – module 1
Endurance, Muscle- and of guidelines to achieve based on PE7PF-
Bone- and principles assessment results IIa24
in

124
schools
CONTENT PERFORMANCE
STANDARDS STANDARDS
strengthening Activities: exercise personal fitness 15. addresses barriers OHSP PE 1 Q1 – module 1
a. individual sports program (low level of fitness,
design to lack of PE7PF-
1. running
achieve skill and time) to IIb33
2. rhythmic sportive
gymnastics personal exercise
3. swimming fitness
1. OHSP PE 1 Q2
b. dual sports 2. module1
1. badminton 3. OHSP PE 1 Q2
2. table tennis 4. module2
3. tennis 5. OHSP PE 1 Q2
module3
c. combative sports OHSP PE 1 Q3
16. describes the nature 6. module1
1. arnis(anyo) PE7GS-
2. taekwondo(poomsae) and background of the Enjoy Life with P.E
IId5
3. karate(kata) sport 7. and Health II.
Note: Activities dependent Darilag, Agripino G.
on teacher capability and et.al. 2012. P.
school resources. 69.*
Edukasyong
Pangkatawan,
Kalusugan at Musika
III. Adriano,

124
schools
Celia T. et.al. 1999.

Pp. 73-74. 90.*
Edukasyong
Pangkatawan,
Kalusugan at Musika I.
Abejo, Mary Placid.
et.al.DepEd. 1994. Pp.
164. 173. 181-182.
268
OHSP PE 1 Q2
1. module1
2. OHSP PE 1 Q2
3. module2
4. OHSP PE 1 Q2
5. module3
OHSP PE 1 Q3
module1
Enjoy Life with P.E
and Health II.
Darilag, Agripino G.
17. executes the skills PE7GS- et.al. 2012. pp.
involved in the sport IIdh-4 72-73.*

124
schools
6. Edukasyong
Pangkatwan,
Abejo, Mary
Placid. et.al. DepEd.
1994. Pp. 166-
170. 175-178. 183-
185. 269-285
18. monitors periodically OHSP PE 1 Q1 – module 1
one’s progress PE7PF-
towards the fitness IIdh-28
goals
19. performs OHSP PE 1 Q1 – module 1
appropriate first aid
PE7PF-
for sports-related
IId30
injuries
(e.g.cramps,sprain,
heat
CONTENT PERFORMANCE
STANDARDS STANDARDS
exhaustion)
20. assumes responsibility for PE7PF- OHSP PE 1 Q1 – module

achieving personal fitness IIdh-31 1

124
schools
21. keeps the importance OHSP PE 1 Q1 – module

PE7PF-
of winning and losing 1
IIdh-32
in perspective
Exercise Programs: The learner . . The learner . . . 22. undertakes physical OHSP PE 1 Q1 – module
PE7PF-
. activity and physical 1
IIIah-23
Training Guidelines, FITT demonstrates fitness assessments
Principles demonstrates understanding of 23. reviews goals based PE7PF- OHSP PE 1 Q1 – module
understanding guidelines and on assessment results IIIa34 1
Endurance, Muscle- and of guidelines principles in
and principles exercise program 24. addresses barriers OHSP PE 1 Q1 – module
Bonestrengthening
in exercise design to achieve (low level of fitness, PE7PF- 1
Activities:
program personal fitness lack of skill and time) IIIb33
Folk (Tinikling)/ design to to exercise
indigenous, ethnic, achieve 25. describes the nature and PE7RD- OHSP PE 1 Q 4 – module
traditional/ festival dance personal background of the dance IIId-1 1
fitness
26. executes the skills PE7RD- OHSP PE 1 Q 4 – module
involved in the dance IIId-h-4 1
Note: Dances available 27. monitors periodically OHSP PE 1 Q1 – module
in the area can be one’s progress PE7PF- 1
selected. towards the fitness IIIdh-28
goals
28. performs OHSP PE 1 Q1 – module
appropriate first aid PE7PF- 1
for dance-related IIId30
injuries (e.g.
124
schools
cramps,sprain, heat
exhaustion)

achieving personal fitness IIIdh-31 1
30. keeps the importance OHSP PE 1 Q1 – module
of winning and losing PE7PF- 1
in perspective IIIdh-32
CONTENT PERFORMANCE
STANDARDS STANDARDS
Exercise Programs: The learner . . . 31. undertakes physical OHSP PE 1 Q1 – module
PE7PF-
The learner . . activity and physical 1
IVah-23
Training Guidelines, FITT . modifies the fitness assessments
Principles individualized 32. reviews goals based PE7PF- OHSP PE 1 Q1 – module
demonstrates exercise program on assessment results IVa34 1
understanding to achieve 33. addresses barriers OHSP PE 1 Q1 – module
of guidelines personal fitness PE7PF-
(low level of fitness, IVb33 1
and
124
schools
Endurance, Muscle- and principles in lack of skill and time)

Bonestrengthening exercise to exercise
Activities: program
design to 34. describes the nature and PE7RD- OHSP PE 1 Q 4 – module
Folk (Tinikling)/ achieve background of the dance IVc- 1
indigenous, ethnic, personal 1
traditional/ festival dance fitness 35. executes the skills PE7RD- OHSP PE 1 Q 4 – module
involved in the dance IVd- 1
Note: Dances available h-4
in the area can be 36. monitors periodically OHSP PE 1 Q1 – module
selected. one’s progress PE7PF- 1
towards the fitness IVdh-28
goals
37. performs OHSP PE 1 Q1 – module
appropriate first aid 1
for dance-related PE7PF-
injuries (e.g. IVd30
cramps,sprain, heat
exhaustion)
38. analyzes the effect of OHSP PE 1 Q1 – module
exercise and physical PE7PF- 1
activity participation IVh35
on fitness
achieving personal fitness IVdh-31 1
OHSP PE 1 Q1 – module
1
124
schools
40. keeps the importance PE7PF-

of winning and losing IVdh-32
in perspective

124
schools
GRADE 8

FIRST QUARTER/ FIRST GRADING
Exercise The learner . . . The learner . . . The learner. . . OHSP PE 1 Q1 –
Programs: 1. undertakes physical module 1
PE8PF-Ia-h-23
demonstrates designs a activity and physical
Training Guidelines, understanding physical activity fitness assessments
FITT Principles of guidelines program for the 2. conducts physical activity OHSP PE 1 Q1 –
and principles family/school
and physical fitness module 1
Endurance, Muscle- in exercise peers to achieve
assessments of
PE8PF-Ib -36
and program design fitness
to achieve family/school peers
Bone-strengthening 3. sets goals based on OHSP PE 1 Q1 –
fitness
Activities: PE8PF-Ia-24
assessment results module 1
team sports
(basketball, 4. identifies training OHSP PE 1 Q1 –
volleyball, guidelines and FITT PE8PF-Ib-25 module 1 p.13
football/futsal, principles
goalball, 5. recognizes barriers (low OHSP PE 1 Q1 –
softball, baseball) level of fitness, lack of PE8PF-Ib-26 module 1
skill and time) to exercise
6. prepares a physical OHSP PE 1 Q1 –
PE8PF-Ic-27
activity program module 1

124
schools
Note: Activities 1. EASE PE - module

dependent on 2. 5 p.4. Enjoy Life
teacher capability with P.E and Health
and school II. Darilag,
resources. 3. Agripano G. et.al.
2012. pp. 87-97.
7. describes the nature and 110-118.*
PE8GS-Id-1
background of the sport Edukasyong
Pangkatawan,
Kalusugan at Musika
III. Adriano, Celia T.
et.al. 1999.
pp. 102-114. 123-
124.*
1. EASE PE - module
2. 5 pp.9-13 Life with
P.E and Health II.
Darilag, Agripino G.
8. executes the skills et.al. 2012.
PE8GS-Id-h-4
involved in the sport pp. 88-94.*
CONTENT PERFORMANCE
STANDARDS STANDARDS

124
schools
OHSP PE 1 Q1 – module
1.
Exercise The learner . . . 1
Programs: 2. Enjoy Life with P.E and
designs a Health II. Darilag, Agripino
Training physical activity 9. monitors periodically G. et.al.
PE8PF-Id-h-28
Guidelines, program for the progress towards the 2012. pp. 162-166.*
FITT Principles family/school fitness goals 3. Edukasyong
peers to achieve Pangkatawan, Kalusugan
Endurance, fitness at Musika III. Adriano,
Celia T. et.al. 1999.
Muscle- and
pp. 9-10.*
Bone-
strengthening 10. distinguishes facts from OHSP PE 1 Q1 – module 1
Activities: fallacies and
team sports misconceptions about PE8PF-Id-29
(basketball, physical activity
volleyball, participation
football/futsal, 1. OHSP PE 1 Q1 – module
goalball, 1
softball, baseball) 2. Enjoy Life with P.E and
11. performs appropriate Health III. Darilag,
first aid for injuries and Agripino G. et.al.
Note: Activities emergency situations in PE8PF-Id-30 2012. pp. 212-232.*
dependent on physical activity and 3. EdukasyongPangkatawan,
teacher capability sport settings Kalusugan at Musika I.
and school DepEd.
resources. Abejo, Mary Placid. et.al.
1994.
124
schools
P. 52
12. assumes responsibility OHSP PE 1 Q1 – module 1

PE8PF-Id-h-31
for achieving fitness
OHSP PE 1 Q1 – module 1
13. displays tolerance and PE8PF-Id-h-37

acceptance of
individuals with
varying skills and
abilities
CONTENT PERFORMANCE
STANDARDS STANDARDS
124
schools

Exercise The learner . . . The learner . . . 14. undertakes physical OHSP PE 1 Q1 – module 1
PE8PF-Iia-h-
Programs: activity and physical
23
demonstrates 45odifies fitness assessments
Training understanding physical activity 15. conducts physical OHSP PE 1 Q1 – module 1
Guidelines, of guidelines program for the activity and physical
FITT Principles and principles family/school PE8PF-Iia-36
fitness assessments of
in exercise peers to achieve
family/school peers
Endurance, program fitness
design to 16. sets goals based on OHSP PE 1 Q1 – module 1
Muscle- and PE8PF-Iib-24
achieve assessment results
Bone- fitness
strengthening 17. recognizes barriers OHSP PE 1 Q1 – module 1
Activities: (low level of fitness, PE8PF-Iid-h-
team sports lack of skill and time) 26
(basketball, to exercise
volleyball, 18. prepares a physical OHSP PE 1 Q1 – module 1
football/futsal, PE8PF-Iic-27
activity program
goalball,
1. EASE PE - module 5 p.4.
softball, baseball)
19. describes the nature 2. Enjoy Life with P.E and
and background of the PE8GS-Iic-1 Health II. Darilag, Agripino
sport G. et.al.
Note: Activities
2012. Pp. 87-97. 110-118.*
dependent on
teacher capability 20. executes the skills EASE PE - module 5 pp.9-13
PE8GS-IId-h-4
involved in the sport

124
schools
and school 1. OHSP PE 1 Q1 – module

resources. 1
Health II. Darilag, Agripino
21. monitors periodically G. et.al.
PE8PF-IId-h-
progress towards the 2012. pp. 162-166.*
28
fitness goals 3. EdukasyongPangkatawan,
Kalusugan at Musika III.
1999.
pp. 9-10.*
22. distinguishes facts from OHSP PE 1 Q1 – module 1
fallacies and
misconceptions about PE8PF-IId-29
physical activity
participation
1. OHSP PE 1 Q1 – module
1
23. performs appropriate
first aid for injuries and
Health II. Darilag, Agripino
emergency situations PE8PF-IId-30
G. et.al.
in physical activity and 2012. pp. 212-232.*
sport settings
3. Edukasyong
Pangkatawan,

124
schools
CONTENT PERFORMANCE
STANDARDS STANDARDS
DepEd. Abejo, Mary Placid.
1994. p. 52
24. assumes responsibility OHSP PE 1 Q1 – module 1
PE8PF-IId-h-31
for achieving fitness
25. displays tolerance and OHSP PE 1 Q1 – module 1
acceptance of
individuals with PE8PF-IId-h-37
varying skills and
abilities
Exercise The learner . . . The learner . . . 26. undertakes physical OHSP PE 1 Q1 – module 1
PE8PF-IIIa-h-
Programs: activity and physical
23
demonstrates Modifies a fitness assessments
Training understanding physical activity 27. reviews goals based on OHSP PE 1 Q1 – module 1
Guidelines, of guidelines program for the PE8PF-IIIa-34
assessment results
FITT Principles and family/school
principles in peers to 28. addresses barriers OHSP PE 1 Q1 – module 1
exercise achieve (low level of fitness,
Endurance, PE8PF-IIIb-33
fitness lack of skill and time) to
Muscle- and exercise

124
schools
Bone-strengthening program design 1. EASE PE - module 5

Activities: to achieve 2. Enjoy Life with P.E and
fitness Health II. Darilag, Agripino
29. describes the nature G. et.al.
team sports 2012. pp. 87-97. 110-118.*
and background of the PE8GS-IIIc-1
(basketball, 3. EdukasyongPangkatawan,
sport
volleyball, Kalusugan at Musika III.
football/futsal, Adriano, Celia T. et.al.
goalball, 1999.
softball, baseball) pp. 102-114. 123-124.*
30. executes the skills EAS E PE - module 5
PE8GS-IIId-h-4
involved in the sport
Note: Activities
1. 2. OHSP PE 1 Q1 –
dependent on
module 1 Enjoy life
teacher capability
with P.E and Health II.
and school 3. Darilag, Agripino G.
resources.
31. monitors periodically et.al.
PE8PF-IIId-h- 2012. pp. 162-166.*
one’s progress towards
28 Edukasyong
the fitness goals Pangkatawan,
kalusugan at Musika
III. Adriano, Celia T.
et.al. 1999.
pp. 9-10.*
32. performs appropriate 1. 2. OHSP PE 1 Q1 –
first aid for sport-related PE8PF-IIId-30 module 1
injuries
124
schools
Enjoy Life with P.E and

Health
CONTENT PERFORMANCE
STANDARDS STANDARDS
The learner . . . (cramps,sprain, heat II. Darilag, Agripino G. et.al.
Exercise The learner . . . exhaustion) 2012. pp. 212-232.*
Programs: Modifies a 3. EdukasyongPangkatawan,
demonstrates physical activity Kalusugan at Musika I.
Training understanding program for the DepEd.
Guidelines, of guidelines family/school Abejo, Mary Placid. et.al.
FITT Principles and peers to achieve 1994. p. 52
principles in fitness
33. assumes responsibility PE8PF-IIId-h- OHSP PE 1 Q1 – module 1
Endurance, exercise for achieving fitness 31
program
Muscle- and OHSP PE 1 Q1 – module 1
design to
Bone- achieve fitness
strengthening
Activities:
34. displays tolerance and
acceptance of
PE8PF-IIId-h-
team sports individuals with
37
(basketball, varying skills and
volleyball, abilities
football/futsal,
goalball,
softball, baseball)

124
schools
Note: Activities
dependent on
teacher capability
and school
resources.

Exercise The learner . . . The learner . . . 35. undertakes physical PE8PF-IVa-h- OHSP PE 1 Q1 – module 1
Programs: activity and physical 23
demonstrates modifiesna fitness assessments
Training understanding physical activity 36. reviews goals based on OHSP PE 1 Q1 – module 1
Guidelines, of guidelines program for the PE8PF-IVa-34
assessment results
FITT Principles and family/school
principles in peers to achieve 37. addresses barriers OHSP PE 1 Q1 – module 1
exercise fitness (low level of fitness,
Endurance, PE8PF-IVb-33
program lack of skill and time) to
Muscle- and
exercise

124
schools
Bone- design to 1. OHSP PE 1 Q4

strengthening achieve 2. Enjoy Life with P.E and
Activities: fitness Health II. Darilag, Agripino
G. et.al. 2012. pp. 143-
Folk Dances with 151.*
Asian 38. describes the nature
Influences and background of the PE8RD-IVc-1
(Pangalay, dance
Sakuting, Sua-ku-
sua,
Binislakan)
CONTENT PERFORMANCE
STANDARDS STANDARDS
Note: Dances 39. executes the skills PE8RD-IVd-h- OHSP PE 1 Q4
available in the The learner . . . The learner . . . involved in the dance 4
area can be 40. monitors periodically OHSP PE 1 Q1 – module 1
demonstrates Modifies a PE8PF-IVd-h-
selected. one’s progress towards
understanding physical activity 28
the fitness goals
of guidelines program for the
and family/school 41. performs appropriate OHSP PE 1 Q1 – module 1
principles in peers to achieve first aid for injuries and
exercise fitness emergency situations in
PE8PF-IVd-30
program dance (cramps, sprain,
heat exhaustion,
dehydration)

124
schools
design to 42. analyzes the effect of OHSP PE 1 Q1 – module 1

achieve fitness exercise and physical
PE8PF-IVh-35
activity participation
on fitness
43. assumes responsibility PE8PF-IVd-h- OHSP PE 1 Q1 – module 1
for achieving fitness 31
44. exerts best effort to PE8PF-IVd-h- OHSP PE 1 Q1 – module 1

achieve positive feeling 38
about self and others

124
schools
GRADE 9
CONTENT PERFORMANCE
STANDARDS STANDARDS
Lifestyle and The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
Weight 1. undertakes physical
PE9PF-Ia-h-
Management demonstrates maintains an activity and physical
23
(physical understanding active lifestyle to fitness assessments
activity and eating of influence the 2. assesses eating habits OHSP PE 1 Q1 – module 1
habits) lifestyle and physical activity
based on the
weight participation of
Philippine Food PE9PF-Ia-39
management to the community
promote Pyramid/My Food
community practices healthy Plate
fitness eating habits that 3. determines risk OHSP PE 1 Q1 – module 1
Sports Officiating support an active factors(obesity,
lifestyle physical inactivity,
poor nutrition,
smoking) for major
PE9PF-Ia-40
non communicable
diseases lifestyle-
related (e.g. diabetes,
heart disease, stroke,
cancer)

124
schools
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 PE9GS-Ib-h-
4. OHSP PE 1 Q2 - modules
competitive games 5
3
1999. Pp. 101-124.*
5. distinguishes facts OHSP PE 1 Q1 – module 1
from myths and
PE9PF-Ia-29
misinformation
associated with eating
habits
1
6. monitors 2. Enjoy Life with P.E and
periodicallyone’s PE9PF-Ib-h- Health II. Darilag, Agripino
progress towards the 28 G. et.al.
fitness goals 2012. Pp. 162-166.*
Adriano, Celia T. et.al. 1999.

124
schools
CONTENT PERFORMANCE
STANDARDS STANDARDS
Pp. 9-10.*
Lifestyle and The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module

Weight 1
7. performs appropriate first 2. Enjoy Life with P.E and
Management demonstrates maintains an aid for injuries and
(physical understanding of active lifestyle to Health.
emergency situations in
activity and eating lifestyle and influence the PE9PF-Ib-30 Darilag, Agripino G. et.al.
physical activity and
habits) weight physical activity sports settings (e.g. 2012. Pp. 212-232.*
management to participation of cramps,sprain, heat 3. EdukasyongPangkatawan,
promote the community Kalusugan at Musika I.
exhaustion)
community Abejo, Mary Placid. et.al.
fitness practices healthy DepEd. 1994. P. 52
eating habits that
Sports Officiating 8. involves oneself in OHSP PE 1 Q1 – module 1
support an active
community service
lifestyle PE9PF-Ie-h-
through sports officiating
41
and physical activity
programs
9. recognizes the needs of PE9PF-Ie-h- OHSP PE 1 Q1 – module 1

others in real life and in 42
meaningful ways

124
schools
Social (community The learner . . . The learner . . . 10. undertakes physical PE9PF-IIa-h- OHSP PE 1 Q1 – module 1
dance, mixers, activity and physical 23
festival) demonstrates maintains an fitness assessments
and Ballroom understanding of active lifestyle to 11. assesses eating habits OHSP PE 1 Q1 – module 1
dances lifestyle and influence the based on the Philippine PE9PF-IIa-39
(Cha-cha, rock and weight physical activity
Food
roll) management to participation of
Pyramid/MyFoodPlate
promote the community
community 12. determines risk factors OHSP PE 1 Q1 – module 1
fitness practices healthy related to lifestyle
PE9PF-IIa-40
eating habits that diseases (obesity,
support an active diabetes, heart disease)
lifestyle 13. distinguishes facts from OHSP PE 1 Q1 – module 1
myths and
misinformation PE9PF-IIb-29
associated with eating
habits
1
14. describes the nature and Kalusugan at Musika IV.
PE9RD-IIb-1
background of the dance Buenviaje, Paz. et.al.
DepEd. 1992. Pp. 49. 52.
54. 56. 63.
64. 68. 71. 73.

124
schools
CONTENT PERFORMANCE
STANDARDS STANDARDS
3. Edukasongpangkatawan,
Social (community The learner . . . The learner . . . Kalusugan at Musika IV.
dance, mixers, Sacdalan, Guinevere. et.al.
festival) demonstrates maintains an 1999. pp. 37. 42. 44. 49.
and Ballroom understanding active lifestyle to 51.
dances of lifestyle and influence the 55.*
(Cha-cha, rock and weight physical activity OHSP PE 1 Q4 – module 1
roll) management to participation of 15. executes the skills PE9RD-IIb-h-
promote the involved in the dance 4
community community
fitness 16. monitors periodically OHSP PE 1 Q1 – module 1
practices healthy PE9PF-IIb-h-
eating habits 28
the fitness goals
that
support an 17. performs appropriate first OHSP PE 1 Q1 – module 1
aid for injuries and
active
lifestyle PE9PF-IIb-h-
physical activity
and dance settings 30
(cramps,sprain, heat
exhaustion)
18. involves oneself in OHSP PE 1 Q1 – module 1
community service PE9PF-IIg-h-
through dance activities in 41
the community
124
schools
19. recognizes the needs of OHSP PE 1 Q1 – module 1

others in real life and in PE9PF-IIa-h-
meaningful 42
ways
Social (community The learner . . . The learner . . . 20. undertakes physical OHSP PE 1 Q1 – module 1
PE9PF-IIIa-
dance, mixers, activity and physical
h23
festival) demonstrates maintains an fitness assessments
and Ballroom understanding active lifestyle to 21. assesses eating habits OHSP PE 1 Q1 – module 1
dances of lifestyle and influence the based on the Philippine PE9PF-IIIa-
(Cha-cha, rock and weight physical activity
Food 39
roll) management to participation of
Pyramid/MyFoodPlate
promote the
community community 22. determines risk factors OHSP PE 1 Q1 – module 1
fitness related to lifestyle
diseases (obesity, PE9PF-IIIa-
practices healthy
diabetes, heart disease) 40
eating habits
that
CONTENT PERFORMANCE
STANDARDS STANDARDS
support an 23. distinguishes facts OHSP PE 1 Q1 – module 1
active from myths and
PE9PF-IIIb-
lifestyle misinformation
29
Social (community The learner . . . associated with eating
The learner . . . habits
124
schools
dance, mixers, demonstrates OHSP PE 1 Q4 – module

1.
festival) understanding maintains an 1
and Ballroom of active lifestyle to 2. EdukasyongPangkatawan,
dances lifestyle and influence the Kalusugan at Musika IV.
(Cha-cha, rock and weight physical activity Buenviaje, Paz. et.al.
roll) management to participation of DepEd.
promote the 1992. Pp. 49. 52. 54. 56..
community community 24. describes the nature
63.
fitness and background of the PE9RD-IIIb-1
64. 68. 71. 73.
practices healthy dance
eating habits Kalusugan at Musika IV.
that Sacdalan, Guinevere I.
support an et.al.
active 1999. Pp. 37. 42. 44. 49.
lifestyle 51.
55.*
25. executes the skills PE9RD-IIIb-
involved in the dance h-4
26. monitors periodically
PE9PF-IIIb-
h28
the fitness goals

124
schools
27. performs appropriate OHSP PE 1 Q1 – module 1

first aid for injuries and
PE9PF-IIIb-
physical activity
and dance settings h30
(cramps,sprain, heat
exhaustion)
28. involves oneself in PE9PF-IIIg-

community service h41
through dance activities
in the community
CONTENT PERFORMANCE
STANDARDS STANDARDS
OH SP PE 1 Q1 – module 1
29. recognizes the needs
PE9PF-IIIa-
of others in real life and
h42
in meaningful ways
FOURTH QUARTER/ FOURTH

PERIOD

124
schools
Active Recreation The learner . . . The learner . . . 1. 2.

EASE PE - module 2
a. Indoor 3. 4.
EASE PE - module 5
1.individual demonstrates maintains an OHSP PE 1 Q1 –
5.
and dual understanding active lifestyle to 30. discusses the nature module 1
6.
sports 2. of lifestyle and influence the and background of OHSP PE 1 Q2 –
team sports weight physical activity PE9GS-IVa-6
indoor and outdoor module 1
3. dances management to participation of recreational activities OHSP PE 1 Q2 –
promote the community module 2
b. Out door community
OHSP PE 1 Q2 –
1. Hiking fitness practices healthy
module 3
2. Camping eating habits
that 1. 2. EASE PE - module 2
3. Orienteering
support an 3. 4. EASE PE - module 5
4. Biking
active 5. 6. OHSP PE 1 Q1 –
lifestyle 7. module 1
Note: Activities not OHSP PE 1 Q2 –
limited to the above 31. participates in active PE9GS-IVb- module 1
list recreation h-7 OHSP PE 1 Q2 –
module 2
OHSP PE 1 Q2 –
module 3
OHSP PE 1 Q3 -
module 1
32. advocates OHSP PE 1 Q1 – module 1
community efforts to PE9PF-IVb-
increase h-43
participation in
124
schools
physical activities
and improve nutrition
practices
33. practices OHSP PE 1 Q1 – module 1
environmental ethics
(e.g Leave No Trace) PE9PF-IVb-
during participation in h-44
recreational activities
of the community

124
schools
GRADE 10
CONTENT PERFORMANCE
STANDARDS STANDARDS
Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 –
Management (physical module 1
activity and eating demonstrates maintains an 2. Edukasyong
habits) understanding active lifestyle to Pangkatawan,
of influence the Kalusugan at Musika III.
lifestyle and physical activity Adriano,
Active Recreation weight participation of Celia T. et.al. 1999. pp.
(sports) management to the 19-25.*
promote community and 3. Edukasyong
The learner . . .
societal society Pangkatawan,
Suggested activities 1. assesses physical activity,
fitness PE10PF-Ia- Kalusugan at Musika I.
exercise and eating habits
practices healthy h39 DepEd.
1. individual and eating habits
dual sports Abejo, Mary Placid.
that
2. team sports support an et.al. 1994. pp.
3. fitness activities active 76-80
(strength 4. Enjoy life with P.E and
lifestyle
training, running Health II.
and walking for Darilag, Agripino G.
et.al. 2012. pp.
40-45.*

124
schools
fitness, yoga, 2. determines risk factors OHSP PE 1 Q1 – module 1

group exercises) related to lifestyle PE10PF-Ia-
diseases (obesity, 40
diabetes, heart disease)
1. OHSP PE 1 Q1 –
2. module 1
3. OHSP PE 1 Q2 –
3. engages in moderate to
4. module 1
vigorous physical
PE10PF-Ib- 5. OHSP PE 1 Q2 –
activities for at least 60
h45 module 2
minutes a day in and
OHSP PE 1 Q2 –
out of school
module 3
OHSP PE 1 Q3 –
module 1
1. EASE PE - module 2
3. OHSP PE 1 Q1 –
4. module 1
5. OHSP PE 1 Q2 –
module 1
4. applies correct techniques PE10PF-Ib- OHSP PE 1 Q2 –
to minimize risk of injuries h56 module 2
6. OHSP PE 1 Q2 –
module 3
7. OHSP PE 1 Q3 –
module 1
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5. analyzes the effects of OHSP PE 1 Q1 – module 1

media and technology PE10PF-Ib-
on fitness and physical 46
activity
6. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media PE10PF-Ib-
information on fitness and 47
physical
CONTENT PERFORMANCE
STANDARDS STANDARDS
activity issues
7. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and
belongingness by PE10PF-Ib-
participating in physical h48
activity-related community
services and programs
Lifestyle and Weight The The learner 8. assesses physical PE10PF-IIa- OHSP PE 1 Q1 – module 1
Management (physical learner ... ... activities, exercises and h39
activity and eating eating habits
habits) demonstrates maintains an 9. determines risk factors OHSP PE 1 Q1 – module 1
understanding active lifestyle to related to lifestyle PE10PF-
Active Recreation of IIa40

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(sports) lifestyle and influence the diseases (obesity,

weight physical activity diabetes, heart disease)
Suggested activities management to participation of
promote the
societal 1. EASE PE - module 2
1. individual and dual community and
fitness 2. EASE PE - module 5
sports society
3. OHSP PE 1 Q1 –
2. teams sports
practices healthy 4. module 1
3. fitness activities 10. engages in moderate to
eating habits 5. OHSP PE 1 Q2 –
(strength training, vigorous physical
that PE10PF-IIc- 6. module 1
running and walking activities for at least 60
support an h45 7. OHSP PE 1 Q2 –
for fitness, yoga, minutes a day in and out
group exercises) active module 2
of school
lifestyle OHSP PE 1 Q2 –
module 3
OHSP PE 1 Q3 –
module 1
3. OHSP PE 1 Q1 –
4. module 1
5. OHSP PE 1 Q2 –
module 1
11. applies correct techniques PE10PF-IIc- OHSP PE 1 Q2 –
to minimize risk of injuries h56 module 2
6. OHSP PE 1 Q2 –
module 3

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7. OHSP PE 1 Q3 –
module 1
12. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology PE10PF-
on fitness and physical IIb46
activity
13. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media
PE10PF-
information on fitness
IIb47
issues
14. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and PE10PF-IIc-
belongingness by h48
participating in physical
CONTENT PERFORMANCE
STANDARDS STANDARDS
activity-related community
services and programs
Other Dance Forms The The learner 15. assesses physical PE10PF-IIIah- OHSP PE 1 Q1 – module
learner ... ... activities, exercises and 39 1
eating habits

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(Hip-hop, Street dance, demonstrates maintains an 16. determines risk factors OHSP PE 1 Q1 – module
Cheer dance, understanding active lifestyle to related to lifestyle PE10PF- 1
Contemporary of influence the diseases (obesity, IIIa40
dance) lifestyle and physical activity diabetes, heart disease)
weight participation of
17. engages in moderate to OHSP PE 1 Q4 – module
management to the
promote vigorous physical 1
community and PE10PF-IIIch-
societal activities for at least 60
society 45
fitness minutes a day in and out
practices healthy of school
eating habits that 18. applies correct PE10PF-IIIch- OHSP PE 1 Q4 – module
support an active techniques to minimize 56 1
lifestyle risk of injuries
19. analyzes the effects of OHSP PE 1 Q1 – module
media and technology PE10PF- 1
on fitness and physical IIIb46
activity
20. critiques (verifies and OHSP PE 1 Q1 – module
validates) media 1
PE10PF-
IIIb47
issues
21. expresses a sense of OHSP PE 1 Q1 – module
purpose and PE10PF-IIIch- 1
belongingness by 48
participating in physical

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activity-related
community services and
programs
22. recognizes the needs of OHSP PE 1 Q1 – module

PE10PF-IIIch-
others in real life and in 1
49
meaningful ways
Other Dance Forms The The learner ... 23. assesses physical PE10PF- OHSP PE 1 Q1 – module
(Hip-hop, Street dance, learner ... activities, exercises and IVah-39 1
Cheer dance, maintains an eating habits
Contemporary demonstrates active lifestyle to 24. determines risk factors OHSP PE 1 Q1 – module
dance) understanding influence the related to lifestyle 1
of lifestyle and physical activity PE10PF-
diseases (obesity,
participation of IVa40
diabetes, heart disease)
the
CONTENT PERFORMANCE
STANDARDS STANDARDS
weight community and 25. engages in moderate to OHSP PE 1 Q4 – module
management to society vigorous physical 1
promote PE10PF-IVc-
activities for at least 60
societal practices healthy h45
Other Dance Forms minutes a day in and
fitness eating habits that out of school

124
schools
(Hip-hop, Street dance, support an active 26. applies correct PE10PF-IVc- OHSP PE 1 Q4 – module
Cheer dance, lifestyle techniques to minimize h56 1
Contemporary risk of injuries
dance)
27. analyzes the effects OHSP PE 1 Q1 – module
of media and PE10PF- 1
technology on fitness IVb46
28. critiques (verifies and OHSP PE 1 Q1 – module
validates) media 1
PE10PF-
IVb47
issues
29. expresses a sense of OHSP PE 1 Q1 – module
purpose and 1
belongingness by PE10PF-IVc-
participating in h48
physical activity-
related
30. recognizes the needs OHSP PE 1 Q1 – module
PE10PF-IIIch-
of others in real life 1
49
and in meaningful ways

124
schools
GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program
Negative state of arousal characterized by physical, mental and behavioral manifestations such unpleasant feeling,
Anxiety
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
Apparently 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
healthy
presence of heart disease or major cardiovascular disease (CVD) risk factors.
individual
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 An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of
Support (BLS) 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
Competition
This comprises of individuals and material resources where competition is held
environment
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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
Conflict enhancing learning and outcomes 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
Dance Mixers
dancer to meet new partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multidirectional 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 is doing flexibility exercises while moving
Flexibility
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

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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 It is dribbling the balloon the head level/head and waist in between.
dribbling
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
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Hypothermia A condition in which core temperature drops below the required temperature (370 C)for normal metabolism and body
functions
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 Is dribbling the ball on the knee level/below.
dribbling
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 Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
skills
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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
Motor control
with the rest of the body and 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.
GLOSSARY
enhancement
Performance goal Specific personal standard unaffected by the performance of others

Person Refers to individual partners, group.

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Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or
Is a given space when you move in your fixed position.
selfspace
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 that help avoid injuries
activities
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
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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
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.
Sport-life balance
This is significant to an 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.

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Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in
Stretching
order to improve the 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,
Tiklos
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.

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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 Physical Fitness PF
Component/ Topic
-
Physical Fitness PF
Roman Numeral
*Zero if no specific Quarter Second Quarter II
quarter Games and Sports GS

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

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REFERENCES
Alejandro, Reynaldo, Philippine Dance, (New Manila: Vera-Reyes, Inc., 1978)
American Red Cross, Life Saving and Water Safety, (USA: Blakiston Sons and Co. Philadelphia., 1991)
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)

124
schools
Brown, D. Dance and Choreography. (New York: Mamiston Publishing, D., 2008)
Bucher, Charles A., Foundations of Physical Education and Sports 12 th 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.
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)

124
schools
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 3 rd 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)
124
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Gogningco, Leonor O., Dances of the Emerald Isles. (Quezon City: Ben Lor Publishing, 1980)
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 4 th 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)

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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)
Miller, David K., Measurement by the Physical Educator. (Virginia: McGraw-Hill, 2001)
Morris, Jim Stiehl. Changing Kids Games. (Human Kinetics, New York, 1999)
Nichols, Beverly. Moving and Learning. (USA: Von Heffman Press McGraw Hill, 1994)
Nixon, John E. and Ann Jewett, Introduction to Physical Education. (Philadelphia: Saundess Publishing, 1980)
Ornstein, Allan C., Strategies for Effective Teacher. (New York: Collins Publisher, 1990)

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Pangrazi, Robert P. and Darst, Paul W.. Dynamic Physical Education Curriculum and Instruction for Secondary Students.
(Minnesota: Burgess Co., 1985)
Ratey, John. The Revolutionary New Science of Exercise and the Brain. (New York: Little, Brown and Company, 2010)
Rosato, Frank. Fitness and Wellness. (USA: West Publishing, 1990)
Cultural Center of the Philippines. Sayaw: Dances of Phil. Islands Phil. Folk Dance Society Volume 1-7. (Pasay: Cultural Center of
the Philippines, 2010)
Shaller, Bob. The Everything Kids Basketball 3rd Edition. (NY USA: F&W Media, Inc., 2009)
Shapiro, Sherry. Dance in the World of Change. (USA: Sheridan Books, 2008)
Smith – Autard, Jacqueline, Dance Composition. (London: AJ Black Limited, 1992)
Smith – Autard, Jacqueline, The Art of Dance in Education. (London: AJ Black Limited, 1992)
Snow, Donatelle, Wellness Choices for Health and Fitness. (San Francisco: Benjamin Cummings Publishing, 1995)
Sugar, S., Games that Boost Performance. (London: University Press, 2005)
Summers, Morris T., Sport Psychology. Theory and Application. (Singapore: John Wiley and Sons, 1995)
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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schools

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Republic of the Philippines

K to 12 Basic Education Program: An Overview

The Curricular Philosophy of the K to 12 PE Curriculum

K to 12 Physical Education Curriculum Guide May 2016 Page 2

The K to 12 PE Curriculum prioritizes the following standards:

The program has five learning strands:

K to 12 Physical Education Curriculum Guide May 2016 Page 4

. A graduate who lives an active life

MOVE TO LEARN, LEARN TO MOVE

K to 12 Physical Education Curriculum Guide May 2016 Page 5

Learning Area Standard

Key Stage Standards

Strands K–3 4–6 7 - 10

The learner demonstrates The learner demonstrates The learner demonstrates

K to 12 Physical Education Curriculum Guide May 2016 Page 6

Games and Sports

Rhythms and Dance

K to 12 Physical Education Curriculum Guide May 2016 Page 7

Grade Level Standards

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

K to 12 Physical Education Curriculum Guide May 2016 Page 8

K to 12 Physical Education Curriculum Guide May 2016 Page 9

Table 1a Scope and Sequence of Physical Education

Grade Level Strands Q1 Q2 Q3 Q4

Body Awareness Space Awareness Qualities of Effort Relationships

Body management Locations,

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

Grade Level Strands Q1 Q2 Q3 Q4

K to 12 Physical Education Curriculum Guide May 2016 Page 11

K to 12 Physical Education Curriculum Guide May 2016 Page 12

Table 1d Scope and Sequence of Physical Education

Grade Level Strands Q1 Q2 Q3 Q4

K to 12 Physical Education Curriculum Guide May 2016 Page 13

K to 12 Physical Education Curriculum Guide May 2016 Page 14

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

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

CONTENT PERFORMANCE LEARNING

preparation for on body

2. creates shapes by using PE1BM-Ic-d-

SECOND QUARTER/ SECOND GRADING

K to 12 Physical Education Curriculum Guide May 2016 Page 18 of

CONTENT PERFORMANCE LEARNING

K to 12 Physical Education Curriculum Guide May 2016 Page 19 of

K to 12 Physical Education Curriculum Guide May 2016 Page 20 of

CONTENT PERFORMANCE LEARNING

15. demonstrates the

20. differentiates sharing from PE1PF-IIIa-

Suggested learning activities

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

physical activities object/person side-to-side movement

25. engages in fun and PE1PF-IVa- MISOSA 4- module 1

Suggested learning activities

K to 12 Physical Education Curriculum Guide May 2016 Page 23 of