Republic of the Philippines

City Government of Zamboanga

Colegio de la Ciudad de Zamboanga

Ayala & Vitali Campus
OUTCOMES-BASED EDUCATION (OBE) SYLLABUS IN
PATHFIT 1
S.Y. 2020-2021
OBJECTIVE AND GOVERNMENT MISSION SOCIETAL VISION INSTITUTIONAL VISION

The Colegio de la Ciudad de Zamboanga shall be Envisioning a society with industries and institutions A community of men and women trained and
a Local City College faithful to its mandate as a distinguished with the Colegio de la Ciudad de Zamboanga brand committed to General Comprehensive and Polytechnic
Generate Comprehensive and Polytechnic Tertiary of education and training. Leadership by interfacing academic excellence and
Institution which shall provide Education with commitment in a vibrantly developing community.
international Standards of Quality and Excellence to its
clientele in Zamboanga City.

COURSE SYLLABUS

Course Title MOVEMENT COMPETENCY TRAINING

Course Code/Number PATH Fit 1

This course reintroduces the fundamental movement patterns that consist of non-locomotor and locomotor skills, which are integrated with
core training to meet the demands of functional fitness and sports performance. Emphasis will be on exercise regression progression for the
Course Description enhancement of fitness and the adaptation of movement competencies to independent physical activity pursuits. In conjunction with fitness
concepts, exercise and healthy eating principles, periodic evaluation of one’s level of fitness and physical activity, as well as eating patterns will
be conducted to monitor one’s progress and achievement of personal fitness and dietary goals

Course Credits 3 Units Contact Hours/Week 2 hours/week

Pre-requisite None Co-requisite/s None

No. of Times Revised 1 Date of Revision September 26, 2022

 Program Outcomes
Graduates can:

1. The CCZ students, upon graduation, Access, synthesize and evaluate information on:
● Healthy eating and fitness behaviors, products, and services;
● Risks associated with physical activity; fitness and physical activity assessment results;
● Activity patterns throughout lifespan; and
● Personal, cultural and social factors that motivate or inhibit healthy choices about physical activity and nutrition behaviors to
enhance one’s capacity to take responsibility for oneself.
2. The CCZ students, upon graduation, Apply concepts such as fair play, empathy, respect for others’ abilities and diversity by
understanding how these can influence their interaction with others.
3. The CCZ students, upon graduation, Participates in moderate to vigorous physical activities in accordance with national and global
recommendation for physical education.
4. The CCZ students, upon graduation, Devise, apply, and appraise a range of strategies to improve their own physical activity
performances and those of others.
5. The CCZ students, upon graduation, Promotes practical and creative interventions that will create community connection and
contribute to the health and well-being of the school and/or larger community.

Course Learning Outcomes

Program Outcomes

At the end of the semester, the students can: 1 2 3 4 5

1. Determine personal fitness from baseline (pre-test) levels;

2. Demonstrate movement competence and confidence;

3. Assess a personal food log based on dietary recommendations beneficial to one’s body;

4. Execute the movement patterns properly;

5. Display the value of fair play, empathy, respect for others’ abilities and diversity by understanding
how these can influence their interaction with others;
6. Enhance and advocate for one’s personal and other’s fitness, safety and wellness through physical
activity participation and/or leadership.
Course Outline/Timeframe
Week Course Outline Week Course Outline

Orientation, Introduction to the Course, CCZ Mission/Vision, School

Week 1 Week 10 Midterm Exam
Policies, Grading System

1. An Introduction to Health, Wellness, Fitness and Healthy 1. An Introduction to Physical Activity

Lifestyle a) Basic Anatomy and Physiology of the Skeletal, Muscular, Nervous,
a) The HELP Philosophy Cardiovascular and Respiratory System
Week 2-4 b) The Philippine Health Agenda and Philippine b) Physical Activity and Hypokinetic Diseases
Guidelines on Physical Activity c) Basic Principles and Factors to Consider Prior to Physical
c) Health and Wellness Activities
Week 11-17 d) Principles of Physical Activity
d) Four (4) dimensions of wellness

1. Determinants of Lifelong Health, Wellness, and Fitness

a) Determinants Over Which You Have Little Or Some
Week 5-8
control
b) Determinants Over Which You have greater control

1. Self-Management and Self-Planning Skills for Health

Behavior Change
a) Making Lifestyle Changes
Week 9 Week 18 Final Exam
b) Factors that Promote Lifestyle Change
c) Self-Management Skills and Self-Planning for Healthy
Lifestyle

Learning Plan
 Desired Student Learning
Course Content Outcomes/Competencies Teaching & Learning
Time Frame Assessment of Task Resources
Activities)
(No. of Hours Per Topic) At the end of each topic and
semester the students can

Orientation, Introduction to the Get acquainted with teacher and

Course, CCZ Mission/Vision, classmates
School Policies, Grading System Print Media Individual Oral Examination Books, Internet,
Discuss the syllabus and course Projector and Laptop
requirements through shared
Week 1 understanding

Safety requirements

Election of Class Officers

2. An Introduction to Health, At the end of the lesson students are

Wellness, Fitness and able to:
Healthy Lifestyle
1. Describe the HELP
philosophy and discussed its Synchronous & Individual Writen/Oral Laptop, projector and
a. The HELP Philosophy Examination
implications in making personal Asynchronous Learning white screen
b. The Philippine Health
Week 2-4 decisions about health,
Agenda and Philippine
wellness, and fitness; 2.
Guidelines on Physical
Appraise the Philippine Health
Activity
Agenda and Philippine
c. Health and Wellness
Guidelines on Physical Activity;
Four (4) dimensions of
3. Define the dimensions of
wellness
health and wellness, and
explained how they interact to
influence health and wellness.
 1. Determinants of Lifelong At the end of the lesson students are
Health, Wellness, and expected to:
Fitness Reporting/ interactive Group presentation Laptop, projector and
a) Determinants Over 1. Identify the determinants of discussion Written/oral exam white screen
Which You Have Little health, wellness, and fitness
Or Some control and explained how they each
Week 5-8 b) Determinants Over contribute to health, wellness,
Which You have greater and fitness.
control 2. Differentiate the
determinants between factors
over which you have lesser and
greater control

1. Self-Management and At the end of the lesson students are

Self-Planning Skills for expected to:
Health Behavior Change Interactive lecture Asynchronous Laptop, projector and
1. Describe the four key Synchronous & Written/oral exam white screen
a) Making Lifestyle Changes
factors that influence the Asynchronous Learning Asynchronous
b) Factors that Promote
Lifestyle Change Self- health behaviors, described
Management Skills and components in each category,
Week 9 and explained how the factors
Self-Planning for Healthy
Lifestyle relate to stages of change.
2. Identify and described the
six steps in self-planning and
explained how they can be
used to make personal plans
for behavior

Week 10 Midterm Exam

Week 11-17 2. An Introduction to At the end of the lesson students are

Physical Activity expected to:
Group discussion/ interactive Group presentation Laptop, projector and
a) Basic Anatomy and
1.Correlate the functions and lecture Demonstration white screen
Physiology of the Synchronous & Asynchronous
relationships of the skeletal,
Skeletal, Muscular, Individual Oral or Written
muscular, nervous, cardiovascular,
Nervous, Cardiovascular Exam
and respiratory system in relation to
and Respiratory System
skeletal muscle contraction/human
b) Physical Activity and
movement;
 Hypokinetic Diseases 2.Determine the relationship among
c) Basic Principles and physical activity, fitness, and
Factors to Consider Prior wellness;
to Physical Activities
d) Principles of Physical 3.Define the term hypokinetic and
Activity explain how physical activity can
reduce risk of hypokinetic disease
and conditions;

4.Explain how physical activity can

help reduce risk of hypokinetic and
other conditions;

6.Enumerate the different

anatomical and biomechanical
concepts in relation to movement;

7.Identify and describe key factors

for safely participating in a moderate
to vigorous physical activity
program;

8. Explain the potential risks

associated with exposure to heat,
cold, and altitude and described
precautions that can be taken to
prevent problems; and

9.Identify and describe the common

positive and negative attitudes about
physical activity and explained how
they relate to regular participation

Week 18 Final Examination

References:

[1] Andin, C.T. (1985). Foundations of physical education. Quezon City, Philippines: Rex Printing Company, Inc.

[2] Andin, C.T. (1988). Teaching physical education in Philippine schools. Quezon City, Philippines: Rex Printing Company, Inc.
[3] Coakley, J. (2015). Sports in society: issues and controversies (11th ed.). New York, USA: McGraw Hill Education.

[4] Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.

[5] Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.

[6] Giulianotti, R. (Ed.). (2015). Routledge handbook of the sociology of sport. Routledge.

[7] Hargreaves, J., & Anderson, E. (Eds.). (2014). Routledge handbook of sport, gender and sexuality. Routledge.

[8] Lumpkin, A. (2008). Introduction to physical education, exercise science, and sports studies (7th ed.). New York, USA: McGraw-Hill.

[9] Mechikoff, R.A. (2014). A history and philosophy of sport and physical education, from ancient civilizations to the modern world (6th ed.). New York, USA: McGraw
Hill.

[10] Mechikoff, R.A. & Estes, S.G. (2006). A history and philosophy of sport and physical education (4th ed.). New York, USA: McGraw-Hill.

1. Comprehension Check Quizzes: These are 15-item, objective type of quizzes, given after thorough discussion. Actual performance.
2. Class Participation: While participation is every student’s responsibility, it is nevertheless given credit for purposes of grading.
3. Homework
Course Requirements 4. Special Oral or Written Reports – Individual or Group
5. Projects
6. Written Examinations – Midterm and Final Examination

Grading System Suggested Midterm: Suggested Finals:

A. Synchronous Class Standing (50%) A. Synchronous Class Standing (50%)

 Recitations  Recitations
 Quizzes  Quizzes
 Unit Examinations  Unit Examinations

B. Asynchronous (Consultation) (20%) B. Asynchronous (Consultation) (20%)

 Projects  Projects
 Assignments  Assignments
 Reflection/Reaction paper  Reflection/Reaction paper
 Research/Core Studies  Research/Core Studies

C. Pre-Test and Post-Test (30%) C. Pre-Test and Post-Test (30%)

Total 100%
 Total 100%

Classroom Policies
1. The school policies on ID, attendance and honesty will be strictly enforced. Student shall not exceed 10% of the number of absences, while three (3) tardiness will count as an
absence. Not wearing of ID will not be permitted inside the class, thus will be counted as absent.
2. Students should keep a student-portfolio for filing all their classroom performance for purposes of authentic assessment.
3. Students shall engage in intensive library search and readings on the selected topics for classroom discussions.
4. Students shall strive to develop the skills on learning how to continue learning.
5. Teacher and the students will be respectful to different opinions thus the expected core values to be develop is respect, being open-minded, resourcefulness, teamwork and
appreciation of modern technology. Classroom courtesy is always expected to everyone inside the classroom.

Revised by: Reviewed: Approved by:

MERJORIE A. ALFONSO MARICOR A. MARQUEZ JOSE GENARO R. YAP-AIZON, PhD.

Faculty Member Associate Dean City College President