Catanduanes State University

COLLEGE OF EDUCATION
Virac, Catanduanes

NIKKO FRANCO B. TEMPLONUEOVO

BSE-English 3E

WRITTEN
REPORT
PRINCIPLES OF
TEACHING 2
THE TEACHING OF PHYSICAL
EDUCATION & HEALTH

MTh- 4:00-5:30

JUDITH S. ORSOLINO
Professor

TABLE OF CONTENTS
Contents
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GOALS AND INTENDED

OUTCOMESGOALS AND INTENDED
OUTCOMES
TEACHING OF PHYSICAL EDUCATION & HEALTH
INTRODUCTION
Physical Education and Health belong to four separate subjects considered as oneMAPEH. Each has a separate curriculum guide with distinct goals but similar in standards,
competencies and content.

Legal Basis Of The Teaching Of PE And Health

According to Article II, Section 17 of the Philippine Constitution, it is the policy of state to
give priority to education, science and technology, arts and culture, and sports to foster
patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.

Furthermore this has been supported by Article XIV on education, science and technology,
arts, culture and sports of Philippine Constitution supports the teaching of Physical
Education and Health in the curriculum to wit:

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The state recognizes the role of the youth in nation-building and shall promote and
protect their physical, moral, spiritual, intellectual, and social well-being.
The state shall protect and promote the right of the health of the people and instill
health consciousness among them
The state protect and advance the right of the people to a balanced and healthful
ecology in accord with the rhythm and harmony of nature.
The state shall give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development.

GOALS AND INTENDED

OUTCOMESGOALS AND INTENDED
OUTCOMES
GOALS and INTENDED OUTCOMES

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 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, selfmanagement is an important skill. In addition, this curriculum recognizes the view
that fitness and healthy physical activity (PA) behavior must take the family and
other environmental settings 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 physical
activities that include exercise, games, sports, dance and recreation.

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

THE K to 12 PE Curriculum prioritizes the following strands:

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

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GOALS AND INTENDED

OUTCOMESGOALS AND INTENDED
OUTCOMES

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 setting

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 rests and records,
interpreting, planning and implementing appropriate programs that support fitness
and health goals

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