Final PE9

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

K to ! Curriculum "uide

P#$%&CA' ED(CA)&*+ December 2013

K to 12 BASIC EDUCATION CURRICULUM CURRICULAR FRAMEWORK

K to 12 Basc E!"cato# $ro%ram& A# O'er'e( Essentially, the K to ! curriculum proposed in ! see-s to develop !st century s-ills among its learners. )hese include the cognitive s-ills of critical thin-ing, problem/solving and creative thin-ing0 the social or interpersonal s-ills of communication, collaboration, leadership and cross/cultural s-ills0 self/ management s-ills of self/monitoring and self/direction, as 1ell as tas- or pro2ect management s-ills, and personal characteristics 1hich are part of ethics, civic responsibility and accountability. accountability.

T)e C"rrc"*ar $)*oso+), o- t)e K to 12 $E C"rrc"*"m 3itness and movement education content is the core of the K to ! PE Curriculum. &t includes value, -no1ledge, s-ills and experiences in physical activity participation in order to 45 achieve and maintain health/related 6tness 4#R35, as 1ell as 4!5 optimi7e health. &n particular, it hopes to instill an understanding of 1hy #R3 is important so that the learner can translate #R3 -no1ledge into action. )hus, self/management is an important s-ill. &n addition, this curriculum recogni7es the vie1 that 6tness and healthy physical activity 4PA5 behaviors must ta-e the family and other environmental settings 4e.g. school, community and larger society5 into consideration. )his 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, 1hile 'earn to move embodies the learning of s-ills, and techni8ues and the ac8uisition of understanding that are re8uisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.

Lear##% O"tcomes )he K to ! PE Curriculum develops the students9 s-ills in accessing, synthesi7ing and evaluating information, ma-ing informed decisions, enhancing and advocating their o1n and others9 6tness and health. )he -no1ledge, understanding and s-ills underpin the competence, con6dence and commitment re8uired ofall students to live an active life for 6tness and health.

T)e K to 12 $E C"rrc"*"m +rort.es t)e -o**o(#% sta#!ar!s& . #abitual physical activity participation to achieve and maintain health/enhancing levels of 6tness. !. Competence in movement and motor s-ills re8uisite to various physical activity performances. :. ;aluing physical activities for en2oyment, challenge, social interaction and career opportunities. <. (nderstanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity. activity.

K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM Lear##% A++roac)es Physical literacy is consists of movement, motor/ and activity/speci6c s-ills. &n the early grades the learners are taught the =1hat,9 =1hy9 and =ho19 of the movement. )his progresses to an understanding of the =1hy9 of the movement 1hich is achieved by developing more mature movement patterns and motor s-ills in a 1ide range and variety of exercise, sports and dance activities to speci6cally enhance 6tness parameters. )he learners builds on these -no1ledge and s-ills in order to plan, set goals and monitor their participation in physical activities 4exercise, sports and dance5 and constantly evaluate ho1 1ell they have integrated this their personal lifestyle. )his implies the provision of ongoing and developmentally/appropriate activities so that the learners can practice, create, apply and evaluate the -no1ledge, understanding and s-ills necessary to maintain and enhance their o1n as 1ell as others9 6tness and health through participation in physical activities. )he curriculum also allo1s for an inclusive approach that understands and respects the diverse range of learners0 thus, the program ta-es into account their needs, strengths and abilities. )his is to ensure that all learners have e8uivalent opportunities and choices in Physical Education. )he curriculum emphasi7es -no1ing the =1hat9, =ho19 and =1hy9 of movement. &t focuses on developing the learners9 understanding of ho1 the body responds, ad2usts and adapts to physical activities. )his 1ill e8uip the learner to become self/regulated and self/directed as a result of -no1ing 1hat should be done and actually doing it0 is the learners are e8ually con6dent in in>uencing their peers, family, immediate community, and ultimately, society. )hese are all valuable !st century s-ills 1hich the K to ! PE Curriculum aspires for the learners to develop.

Lear##% Stra#!s )he program has 6ve learning strands? . @ody management 1hich includes body a1areness, space a1areness, 8ualities and relationships of movements and ho1 these are used dynamically in various physical activities. !. Movement s-ills related to the fundamental movement patterns and motor s-ills that form the basis of all physical activities. :. "ames and sports consisting of simple, lead/up and indigenous games0 as 1ell as individual, dual and team sports in competitive and recreational settings. <. Rhythms and dances include rhythmical movement patterns0 the promotion and appreciation of Philippine fol- dance, indigenous and traditional dances as 1ell as other dance forms. . Physical 6tness includes assessment through 6tness tests and records, interpreting, planning and implementing appropriate programs that support 6tness and health goals. )he ac8uisition of physical literacy serves as the foundation for lifelong physical activity participation 1hich is critical to maintaining and promoting health. )hus, the health strand in the senior high school 4%#%5 is seamlessly integrated in the PE curriculum. )his strand optimi7es the learner9s potential for health and 1ellbeing and contributes to building healthy, active communities. )hus, the course title, #ealth/optimi7ing PE or #.*.P.E.


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&nclusive

K to 12 BASIC EDUCATION CURRICULUM

&ntegrated %tandard based

elopmentally Appropriate

A %ra!"ate ()o *'es a# act'e *-e -or t#ess a#! *-e*o#% )

Activity/@ased

$/SICAL LITERAC 3undamental Movement %-ills

Activity/speci6c Activity

3undamental Motor s-ills

Bo!, Ma#a%eme#t

R),t)ms  Da#ces ames  S+orts

K 4444144424443444544464447444844494444:444104441144412

M*;E )* 'EAR+, 'EAR+ )* M*;E


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.

F%"re 1; T)e Co#ce+t"a* Frame(or< o- $),sca* E!"cato#

Lear##% Area Sta#!ar!


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K to 12 BASIC EDUCATION CURRICULUM )he learner demonstrates understanding of the concept of physical 6tness and physical activity in achieving, sustaining, and promoting an active life for 6tness and health

Ke, Sta%e Sta#!ar!s Stra#!s

K = 3

)he learner demonstrates understanding of movement concepts and s-ills in preparation for active participation in various physical activities.

5=7 )he learner demonstrates understanding of principles in movement and 6tness for active participation in various physical activities.

8 4 10 )he learner demonstrates understanding of integrating physical activity behaviors in achieving an active lifestyle.

Bo!, Ma#a%eme#t

Mo'eme#t S<**s

$),sca* Ft#ess ames a#! S+orts

R),t)ms a#! Da#ce


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K to 12 BASIC EDUCATION CURRICULUM RADE LE>EL STANDARDS

ra!e Le'e*

ra!e Le'e* Sta#!ar!s

ra!e 1

ra!e 2

)he learner demonstrates understanding of body a1areness, space a1areness, 8ualities of eBort and movement relationships through participation in en2oyable physical activities.

ra!e 3

ra!e 5

ra!e 6

)he learner demonstrates understanding of the importance of physical activity and physical 6tness through participation in and assessment of physical activities.

ra!e 7

ra!e 8

)he learner demonstrates understanding of personal 6tness in achieving an active lifestyle.

ra!e 9

)he learner demonstrates understanding of family and school 6tness in sustaining an active lifestyle.

ra!e :

)he learner demonstrates understanding of community 6tness in sustaining and promoting an active lifestyle.

ra!e 10

)he learner demonstrates understanding of societal 6tness in promoting an active lifestyle.

Tab*e 1a 4 Sco+e a#! Se?"e#ce o- $),sca* E!"cato# -rom ra!es 143 K to 12 Physical Education Curriculum Guide December 2013

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K to 12 BASIC EDUCATION CURRICULUM Ke, Sta%e 1

ra!e Le'e*

RADE 1

RADE 2

RADE 3

Stra#!s @ody management Movement s-ills Rhythms and dance "ames and sports Physical 6tness

@ody management Movement s-ills Rhythms and dance "ames and sports Physical 6tness

@ody management Movement s-ills Rhythms and dance "ames and sports Physical 6tness

@1

@2

@3

@5

@ody A1areness

%pace A1areness

ualities of EBort

Relationships

Participation in en2oyable singing games, action songs, simple games, Chasing3leeing type games and mimetics.

@ody %hapes and @ody Actions

'ocations, Directions, 'evels, Path1ays and Planes

)ime, 3orce and 3lo1

Person, *b2ects, %ound and Environment

Participation in en2oyable activities in diBerent locomotor, non/ locomotor and manipulative activities, fol- dances, rhythmic routines 4ribbon, hoop, balls, indigenousimprovised materials5, relays and races

@ody %hapes and @ody Actions

'ocations, Directions, 'evels, Path1ays and Planes

)ime, 3orce and 3lo1

Person, *b2ects, %ound and Environment

Participation in en2oyable and challenging activities in diBerent locomotor, non/ locomotor and manipulative activities ,simple fol- dance, rhythmic routines 4ribbon, hoop, balls, etc.5'ead/up and organi7ed games4indigenous5 and corrective exercises.

Note& T)e sco+e a#! se?"e#ce -or ra!es 1 to 3 act'tes are #te%rat'e a#! #c*"s'e # co#tet;

Tab*e 1a 4 Sco+e a#! Se?"e#ce o- $),sca* E!"cato# -rom ra!es 547 K to 12 Physical Education Curriculum Guide December 2013

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ra!e Le'e*

Stra#!s

@1

@2

@3

@5

/ea*t)4E#)a#c#% Ft#ess 1 Physical 6tness

RADE 5

"ames and sports

Assessments of physical activities and physical 6tness 4#ealth/related and s-ill/related5 )arget games, stri-ing6elding games,

Rhythms and dance

Physical 6tness "ames and sports

RADE 6

&nvasion games 3ol-, indigenous, ethnic, traditional and creative dances /ea*t)4E#)a#c#% Ft#ess 2

Assessments of physical activities and physical 6tness 4#ealth/related and s-ill/related5 )arget games, stri-ing6elding games

&nvasion games

Rhythms and dance

allnet games, invasion games 3ol-, indigenous, ethnic, traditional and creative dances

/ea*t)4E#)a#c#% Ft#ess 3 Physical 6tness

RADE 7

"ames and sports

Assessments of physical activities and physical 6tness 4#ealth/related and s-ill/related5 )arget games, stri-ing6elding games

Rhythms and dance

&nvasion games 3ol-, indigenous, ethnic, traditional and creative dances

Note& T)e sco+e a#! se?"e#ce -or ra!es 5 to 7 are -oc"se! o# )ea*t) a#! s<** e#)a#c#% act'tes e#s"r#% t)at t)e, are #te%rat'e a#! #c*"s'e # co#tet;

Tab*e 1! 4 Sco+e a#! Se?"e#ce o- $),sca* E!"cato# -rom ra!es 8410 K to 12 Physical Education Curriculum Guide December 2013

Page : of 25


ra!e Le'e*

Stra#!s

@1

@2

@3

@5

$erso#a* Ft#ess RADE 8

Exercise programs? )raining "uidelines, 3&)) Principle Endurance and Muscle/and bone/ strengthening activities &ndividual and Dual sports 3ol-indigenous, ethnic, traditionalfestival dances Fam*, a#! Sc)oo* Ft#ess

Physical 6tness "ames and sports Rhythms and dance

RADE 9

Physical activity programs? )raining "uidelines, 3&)) Principle Endurance and Muscle/and bone/ strengthening activities )eam %ports 3ol- dances 1ith Asian in>uence Comm"#t, Ft#ess


RADE :


RADE 10

'ifestyle F eight Management Physical activities and eating habits  %ports oGciating Active Recreation indoor F outdoor  %ocial, ballroom dances and 3estival dances Soceta* Ft#ess


'ifestyle F eight Management Physical activities and eating habits  Active Recreation %ports Active Recreation *ther dance forms/#ip/hop, %treet Dance, Cheer dance, Contemporary, etc. 

Note& T)e sco+e a#! se?"e#ce -or ra!es 8 to 10 are t)ematca**, or%a#.e! e#s"re t)at t)e, are #te%rat'e a#! #c*"s'e co#tet;


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K to 12 BASIC EDUCATION CURRICULUM Tab*e 1! 4 Sco+e a#! Se?"e#ce o- $),sca* E!"cato# a#! /ea*t) -rom ra!es 11412

ra!e Le'e*

Stra#!s

Semester 1 @1

Semester 2 @2

@3

@5

/EALT/ O$TIMIGIN $/SICAL EDUCATION /;O;$;E 1 a#! 2 Ft#essEercse Aerobc m"sc*e a#! bo#e4stre#%t)e##% act'tes

RADE 11

S+orts

I#!'!"a* !"a* a#! team s+orts /EALT/ O$TIMIGIN $/SICAL EDUCATION /;O;$;E 3 a#! 5

Da#ce

Tra!to#a* co#tem+orar, et)#c -o*< a#! soca* !a#ces

RADE 12

Recreato#

A?"atc a#! mo"#ta#eer#% act'tes

Note& St"!e#ts ca# e*ect -rom t)e me#" o- +),sca* act't, co"rses


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TIME ALLOTMENT FOR $/SICAL EDUCATION ra!e Le'e*

Tme A**otme#t

Kindergarten

&ntegrated 1ith other sub2ect areas

"rades  H I

< minutes  1ee-

"rades J H 

I minutes  1ee-

"rades  H !

! minutes  1ee-


Page 12 of 25

K to 12 BASIC EDUCATION CURRICULUM RADE : CONTENT

CONTENT STANDARDS

$ERFORMANCE STANDARDS

LEARNIN COM$ETENC

CODE

FIRST @UARTER FIRST RADIN $ERIOD )he learner . . . )he learner . . . L-est,*e a#! We%)t Ma#a%eme#t physical activity and eating habits

demonstrates understanding of lifestyle and 1eight management to promote community 6tness

maintains an active lifestyle to in>uence the physical activity participation of the community

)he learner . . . . underta-es physical activity and physical 6tness assessments

$E:$F4Ia4)423

$E:$F4Ia43: practices healthy eating habits that support an active lifestyle

!. assesses eating habits based on the Philippine 3ood PyramidMy 3ood Plate

S+orts OHcat#% :. determines risfactorsobesity, physical inactivity, poor nutrition, smo-ing for ma2or non/ communicable diseases lifestyle/relatede.g. diabetes, heart disease, stro-e, cancer <. oGciates pratice and competitive games


$E:$F4Ia450

$E:S4Ib4)46

LEARNIN MATERIALS *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  Pro2 EA%E Module ! Pro2 EA%E Module  *#%P $ *#%P $!,Modules , !F : *#%P $: !! %EC$, ! F : !! %EC$!, ! F : En2oy 'ife 1 PE F #ealth, ) F )M Page 13 of 25

K to 12 BASIC EDUCATION CURRICULUM CONTENT

CONTENT STANDARDS



CODE

LEARNIN MATERIALS (nit && F &&&

. distinguishes facts from myths and misinformation associated 1ith eating habits

I. monitors periodically one9s progress to1ards the 6tness goals

J. performs appropriate 6rst aid for in2uries and emergency situations in physical activity and sports settings 4e.g. cramps, sprain, heat exhaustion5 L. involves oneself in community service through sports oGciating and physical activity programs

. recogni7es the needs of others in real life and in meaningful 1ays

SECOND @UARTER SECOND $ERIOD )he learner . . . Soca* 4community

demonstrates understanding of

)he learner . . . maintains an active lifestyle to in>uence the


. underta-es physical activity and physical 6tness assessments

$E:$F4Ia42:

$E:$F4Ib4)429

$E:$F4Ib430

$E:$F4Ie4)451

$E:$F4Ie4)452

$E:$F4IIa4)423

*#%P $, Module  ! %EC $ ! %EC $! *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! Page 15 of 25

K to 12 BASIC EDUCATION CURRICULUM CONTENT dance, mixers, festival5 a#! Ba**room !a#ces Cha/cha, rocand roll

CONTENT STANDARDS lifestyle and 1eight management to promote community 6tness



CODE

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

. assesses eating habits based on the Philippine 3ood PyramidMy 3ood Plate

!. determines risfactors related to lifestyle diseases obesity, diabetes, heart disease

$E:$F4IIa450

:. distinguishes facts from myths and misinformation associated 1ith eating habits

$E:$F4IIb42:

<. describes the nature and bac-ground of the dance

$E:RD4IIb41

. executes the s-ills involved in the dance

I. monitors periodically one9s progress to1ards the 6tness goals K to 12 Physical Education Curriculum Guide December 2013

$E:$F4IIa43:

$E:RD4IIb4)45

$E:$F4IIb4)429

LEARNIN MATERIALS En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $< ! %EC $< ! %EC $!< En2oy 'ife 1 PE F #ealth, ) F )M (nit < *#%P $< ! %EC $< ! %EC $!< En2oy 'ife 1 PE F #ealth, ) F )M (nit < *#%P $, Module  ! %EC $ ! %EC $! Page 16 of 25


CONTENT STANDARDS

T/IRD @UARTER T/IRD $ERIOD )he learner . . . Soca* 4community dance, mixers, demonstrates festival5 understanding of a#! Ba**room lifestyle and 1eight management to !a#ces Cha/cha, roc- promote community and roll 6tness



CODE

J. performs appropriate 6rst aid for in2uries and emergency situations in physical activity and dance settings 4cramps, sprain, heat exhaustion5

$E:$F4IIb4)430

L. involves oneself in community service through dance activities in the community

$E:$F4II%4)451

. recogni7es the needs of others in real life and in meaningful 1ays

$E:$F4IIa4)452

)he learner . . . maintains an active lifestyle to in>uence the physical activity participation of the community practices healthy eating habits that support an active lifestyle


!. underta-es physical activity and physical 6tness assessments

!. assesses eating habits based on the Philippine 3ood PyramidMy 3ood Plate

$E:$F4IIIa4)4 23

$E:$F4IIIa43:

LEARNIN MATERIALS En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  Page 17 of 25


CONTENT STANDARDS



!!. determines risfactors related to lifestyle diseases obesity, diabetes, heart disease

$E:$F4IIIa450

!:. distinguishes facts from myths and misinformation associated 1ith eating habits

$E:$F4IIIb42:

!<. describes the nature and bac-ground of the dance

$E:RD4IIIb41

!. executes the s-ills involved in the dance

!I. monitors periodically one9s progress to1ards the 6tness goals

!J. performs appropriate 6rst aid for in2uries and emergency situations in physical activity and dance settings 4cramps, sprain, heat exhaustion5


CODE

$E:RD4IIIb4)45

$E:$F4IIIb4)4 29

$E:$F4IIIb4)4 30

LEARNIN MATERIALS *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $< ! %EC $< ! %EC $!< En2oy 'ife 1 PE F #ealth, ) F )M (nit < *#%P $< ! %EC $< ! %EC $!< En2oy 'ife 1 PE F #ealth, ) F )M (nit < *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  Page 18 of 25


CONTENT STANDARDS



CODE

!L. involves oneself in community service through dance activities in the community

$E:$F4III%4)4 51

!. recogni7es the needs of others in real life and in meaningful 1ays

$E:$F4IIIa4)4 52

LEARNIN MATERIALS *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit 

FOURTH QUARTER/ FOURTH PERIOD

)he learner . . .

Act'e Recreato# a; I#!oor .individ ual and dual sports !. team sports :. dances

demonstrates understanding of lifestyle and 1eight management to promote community 6tness

)he learner . . . maintains an active lifestyle to in>uence the physical activity participation of the community practices healthy eating habits that support an active lifestyle

b; O"t !oor


:. discusses the nature and bac-ground of indoor and outdoor recreational activities

$E:S4I>a47

Pro2 EA%E Module ! Pro2 EA%E Module  *#%P $ *#%P $!,Modules , !F : *#%P $: !! %EC$, ! F : !! %EC$!, ! F : En2oy 'ife 1 PE F #ealth, ) F )M (nit !, : F <

Page 19 of 25


CONTENT STANDARDS



CODE

.#i-ing !.Campi ng :.*rient eerin g <.@i-ing +ote? Activities not limited to the above list

:. participates in active recreation

:!. advocates community eBorts to increase participation in physical activities and improve nutrition practices

::. practices environmental ethics 4e.g 'eave +o )race5 during participation in recreational activities of the community


$E:S4I>b4)48

$E:$F4I>b4)4 53

$E:$F4I>b4)4 55

LEARNIN MATERIALS Pro2 EA%E Module ! Pro2 EA%E Module  *#%P $ *#%P $!,Modules , !F : *#%P $: !! %EC$, ! F : !! %EC$!, ! F : En2oy 'ife 1 PE F #ealth, ) F )M (nit !, : F < *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit  *#%P $, Module  ! %EC $ ! %EC $! En2oy 'ife 1 PE F #ealth, ) F )M (nit 

Page 1: of 25

K to 12 BASIC EDUCATION CURRICULUM LOSSAR A!)ere#ce

;oluntary, self/regulated and sustained regular participation in exercise program

A++are#t*, )ea*t), #!'!"a*

+egative state of arousal characteri7ed by p hysical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive s1eating, biting of nails and 6dgeting Adults L/I years of age 1ith no noticeable symptoms and have no signi6cant disease or physical condition that prevents them from engaging in physical activities. Children, adolescents, men less than < years, and 1omen less than  years 1ho have no symptoms of or -no1n presence of heart disease or ma2or cardiovascular disease 4C;D5 risfactors. Men < years or older and 1omen  years or older 1ho have no symptoms or -no1n presence of heart disease and 1ith less than t1o ma2or C;D risfactors. Men < years or older and 1omen  years or older 1ho have no symptoms or -no1n presence of heart disease and 1ith t1o or more C;D risfactors.

Aro"sa*

A state of being a1a-e ranging from relaxed to fren7y.

Basc L-e S"++ort BLS

An emergency procedure that consists of recogni7ing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until rescuer or advanced life support is available

Be#!

Movement that causes the formation of a curve.

B"r#o"t

Exhaustion and diminished interest resulting from long term/stress

A#et,

Co)eso#

)he tendency of a group to stic- together and remain united in pursuit of a goal.

Co**a+se

)o fall do1n

Com+etto# e#'ro#me#t Com+etto# e#'ro#me#t ma#a%eme#t Co#ct ma#a%eme#t

)his comprises of individuals and material resources 1here competition is held Managing aspect of sports setting 1here competition is held 4athletes and spectators, facilities and e8uipment, others5 )he process of limiting the negative aspects of con>ict 1hile increasing the positive aspects of con>ict thereby enhancing learning and outcomes or performance. #andling con>ict 4formal protest, verbal disagreements, physical altercation, etc.5 among athletes, parents, spectators and others before, during or after the competitionN

C"e#%

;erbal or physical signal provided in anticipation of a movement.

Da#ce Mers

&s a -ind of participation dance in a social dance setting that involves changing partners as an integral part. &t allo1s dancer to meet ne1 partners and allo1 beginners to dance 1ith more advanced dancers.

Deco#!to##% De),!rato#

)o lose 6tness Excessive loss of body 1ater 1ith an accompanying disruption of metabolic processes


Page 20 of 25

K to 12 BASIC EDUCATION CURRICULUM LOSSAR Drecto#s

refer to linear/for1ard and bac-1ard, lateral side1ard and multi/ directional movement

Dsaster

A sudden or serious disruption of life caused by nature or humans that creates or threatens to create in2uries to a number of person or properties

D,#amc F*eb*t,

is doing >exibility exercises 1hile moving

Et)ca* be)a'o"r

Acting in 1ays that are consistent 1ith one9s personal values and commonly held norms of the society.

Et)ca* sta#!ar!s

Principles that promote values such as trust, good behaviour, fairness and -indness

Eercse +ro%ram

A carefully designed plan for improving health or 6tness.

Feasb*t, assessme#t

Assessment of ho1 bene6cial or practical the development of a particular system 1ill be to an event.

Frst a!

An immediate and temporary care given to a person 1ho suddenly gets ill or in2ured

F*eb*t,

&s the ability of a person to bend or stretch 1ithout hurting themselves.

F*o(

Refers to smoothness of movement

Force

Refers to light, lighter, lighteststrong, stronger and strongest

a**o+

3eet face for1ard, step for1ard F close 1ith the trail foot, step F closeO 4%ame foot al1ays leads5.

ame statstcs

A metric of one9s game or competition performance in speci6c sports terms such as game point average, assists, errors, home runs, etc.

e#era* s+ace

&s an unlimited area 1here you move from one place to another.

ro"+ !,#amcs

@ehavioural and psychological processes 1hich occur 1ithin a group

/ea! *e'e* !rbb*#%

&t is dribbling the balloon the head levelhead and 1aist in bet1een.

/eat -at%"e

A heat exhaustion 1hich is a milder form of heat/related illness that can occur after prolonged exposure to high temperature.

/eat stro
A life threatening condition 1ith symptoms of high body temperature, rapid pulse and diGculty of breathing.

/o+

Push oB  foot, land on same foot. ;ertical or hori7ontal

/,+ert)erma

An elevated body temperature due to failed thermoregulation that occurs 1hen the body produces or absorbs more heat that it dissipates

/,+ot)erma

A condition in 1hich core temperature drops belo1 the re8uired temperature 4:J  C5for normal metabolism and body functions

Im+*eme#ts

An instrument, tool, or utensil for accomplishing 1or-.


Page 21 of 25

K to 12 BASIC EDUCATION CURRICULUM LOSSAR I#c*"so# I#!%e#o"s %ame J"m+

)he principle of ensuring participation of all learners. &s a native game in one place specially in a region or country )a-e oB  or ! feet, land on ! feet. ;ertical or hori7ontal

K#ee *e'e* !rbb*#%

&s dribbling the ball on the -nee levelbelo1.

K"#!a,

'iterary means move the hands gracefully some1hat li-e a -umintang

Lea!4"+ %ames

&s an organi7e game that can be used to improve the locomotor s-ills li-e catching and thro1ingpassing.

Lea+

)a-e oB  foot, cover a large distance. 'and on other foot. (se several running steps to lead into the leap

Le'e*s

Refer to high, Middle, and 'o1 movements

L-e s<**s

@ehaviours used appropriately and responsibly in the management of personal aBairs

Locato#

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

L"
&s an indigenousnative game played by three or more players using hand as tini-.

Ma#+"*at'e s<**s Mot'ato#a* strate%es Motor co#tro* Motor *ear##% Mo'eme#t scree#

Are done 1ith the use of light implements. &t is also a combination of locomotor and non/locomotor movements. )echni8ues or exercises used to improve a participant9s drive and persistence to1ard hisher goal. )he process by 1hich the central nervous system produces purposeful and coordinated movement in its interaction 1ith the rest of the body and the environment A set of internal processes associated 1ith practice or experience leading to relatively permanent changes and the capability for s-illed behaviour An assessment techni8ue for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. )he assessment results can be used for the prevention of non/contact in2uries and optimi7ation of performance.

Mo'eme#ts

&s a change of position of body or body parts in space

Obects

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

$arameter

A measurable factor of a set that de6nes a system.

$AR4@

Physical Activity Readiness uestionnaire

$er-orma#ce e#)a#ceme#t

Measures ta-en to perform better in sports or exercise.

$er-orma#ce %oa*

%peci6c personal standard unaBected by the performance of others


Page 22 of 25

K to 12 BASIC EDUCATION CURRICULUM LOSSAR $erso# $erso#a* best

Refers to individual partners, group. )he highest performance achieved by an athlete expressed in 8uantitative terms 4time, score, distance, etc.5.

$erso#a* or se*-4 s+ace

&s a given space 1hen you move in your 6xed position.

$),sca* act't,

Any bodily activity that enhances or maintains physical 6tness, health and 1ellness Any bodily movement produced by s-eletal muscles that re8uires energy expenditure

$),sca* t#ess

A state of good health and 1ell/being of an individual

$*a#es

Refer to a diagonal, hori7ontal, vertical, rotational

$re'e#t'e act'tes $romoto#a* strate%es $s,c)o*o%ca* m+act

Activities that help avoid in2uries A careful plan for spreading the 1ord about a product or service to sta-eholders and the broader public. Mental, emotional, or behavioural conse8uence.

$s,c)osoca*

&ndividual and social factors in>uencing participation, performance, adherence and 1ell/being in sports and exercise

$"**

Exert force on ob2ect to move it to1ards source of force

$"#c)

(se forceful actions 1ith various body parts H hands, feet -nees, elbo1s.

$"s) Recreato# #str"cto# Re)ab*tat'e act'tes

)ry to move a1ay by pressure. )eaching sports and other related activities as leisure pursuits. Activities designed to restore something to its former condition.

R),t)mc ro"t#e

&s an activity that helps us express our feeling to a person and the ob2ects used.

R#%

&s one of the many implements that can be used in rhythmic routines.

Rs< assessme#t

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

R"#

Move fast by using the feet, 1ith one foot oB the ground at any given time

Sa-et, a(are#ess

Kno1ledge of safety issues and of potential ha7ards to reduce ris- and threat to life

Se*-4eHcac, Sm"*ato#

@elief in one9s ability to complete a tas- or reach one9s goal. )he act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training


Page 23 of 25

K to 12 BASIC EDUCATION CURRICULUM LOSSAR S<+

%tep for1ard, hop on that foot 1hile bringing other foot for1ard to step and hop and s1itch. %lide

S*as)

'onger movements but po1erful li-e punches 4picture a slashing s1ord5

S*!e

%tep to the side, close 1ith other foot, step to the side again, close 1ith otherO

S+ort4*-e ba*a#ce

)he need to e8uip the learner 1ith s-ills to manage the demands of one9s study and training through integral formation. )his is signi6cant to an athlete9s performance, longevity in the sport and preparation for life after sport.

Statc F*eb*t,

&s doing >exibility exercises on a stationary position.

Stress

Anything that poses threat or challenge to body andor mind.

Stretc)

Extend the limbs or muscles, or the entire body.

Stretc)#%

&s a form of physical exercise in 1hich a speci6c muscle or tendon 4or muscle group5 is deliberately 6xed or stretched in order to improve the muscle9s felt elasticity and achieve comfortable muscle tone.

S(a,

%1ing unsteadily0 roc- by moving bac- and forth side1ays.

S(#%

Move or 1al- in a to and fro or s1aying manner.

T<*os

&s a dance 1hich refers to a group of peasants 1ho agree to 1or- for each other one day each 1ee- to clear the forest, prepare the soil for planting

Tme

Refers to slo1, slo1er, slo1estfast, faster, fastest.

T"mba#% $re so

&s the game that 1ill test your s-ills in running, 1al-ing, and dodging in slo1 and fast pace in varying directions.

T"r#

Partial or full rotation of the body 1hile shifting the base of support 4spin to ma-e yourself di77y5

T(st

Rotate body or body parts around a stationary base 4t1ist upper body bac- and forth, -eep feet still5

Wast *e'e*

&s dribbling the ball on the 1aist level1aist and -nee in bet1een. aist level

Wa*<

(sing the feet to advance the steps.

CODE BOOK LEEND K to 12 Physical Education Curriculum Guide December 2013

Page 25 of 25

K to 12 BASIC EDUCATION CURRICULUM Sam+*e& $E2$F4IIa4)415

LEEND

SAM$LE 'earning Area and %trand %ub2ect or %peciali7ation

Physical Education

CODE

@ody Management

E'

Movement %-ills

M%

Physical 3itness

P3

"ames and %ports

"%

Rhythms and Dance

RD

$E2

Frst E#tr,

U++ercase Letters

DOMAIN COM$ONENT

"rade 'evel

"rade !

DomainContent Component )opic

Physical 3itness

$F 4

Roma# N"mera* *Zero if no seci!c "uarter Lo(ercase Letters *Put a hyhen #$% in bet&een letters to indicate more than a seci!c &ee'

uarter

%econd uarter

II

ee-

ee- one to eight

a4)

Competency

*bserves correct posture and body mechanics 1hile performing movement activities

4

Arabc N"mber


15

Page 26 of 25

Final PE9

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