Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 9)

December 2013
 K to 12 BASIC EDUCATION CURRICULUM

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-
monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of ski lls, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.

Learning Outcomes

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

The K to 12 PE Curriculum prioritizes the following standards:

1. 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.

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Learning Approaches

Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies
the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.

The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.

The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understandi ng of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, societ y. 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, indigeno us 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 Activity-specific
Movement Skills Fundamental
Motor skills Activity

Rhythms & Dances

Body Management
Games & Sports

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

Developmentally Standard
Activity-Based Integrated Inclusive
Appropriate 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 understanding of integrating
concepts and skills in preparation for active in movement and fitness physical activity behaviors
participation in various for active participation in in achieving an active
physical activities. various physical activities. lifestyle.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance

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GRADE LEVEL STANDARDS

Grade Level Grade Level Standards

Grade 1

The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
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

Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.

Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.

Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.

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

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

Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways Time, Force and Flow
Body management Actions and Environment
and Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness 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.

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

Key Stage 2

Grade Level Strands Q1 Q2 Q3 Q4

Health-Enhancing Fitness 1

Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-
related)
GRADE 4 Games and sports
Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-
related)
GRADE 5 Games and sports
Target games,
Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-
related)
GRADE 6 Games and sports
Target games,
Invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances

Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.

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

Key Stage 3

Grade Level Strands Q1 Q2 Q3 Q4

Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness Endurance and Muscle-and bone- strengthening 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 bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating
GRADE 9
habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating
GRADE 10 habits)
Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
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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Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12

Grade Level Strands Semester 1 Semester 2

Q1 Q2 Q3 Q4

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and

2)
Fitness/Exercise
GRADE 11
Aerobic, muscle and bone-
strengthening activities

Sports Individual, dual and team sports

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and
4)

Dance Traditional, contemporary, ethnic, folk and social

dances
GRADE 12

Recreation
Aquatic and mountaineering activities

Note: Students can elect from the menu of physical activity courses

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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

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GRADE 9

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . OHSP Y1Q1, Module
PE9PF-Ia-h-23 1
Lifestyle and demonstrates maintains an active lifestyle The learner . . . 2010 SEC Y1Q1
Weight understanding of lifestyle to influence the physical 1. undertakes physical activity and 2010 SEC Y2Q1
Management and weight management activity participation of the physical fitness assessments Enjoy Life w/ PE &
(physical activity to promote community community Health, TX & TM
and eating habits) fitness Unit 1
practices healthy eating PE9PF-Ia-39 OHSP Y1Q1, Module
habits that support an active 1
lifestyle 2. assesses eating habits based on 2010 SEC Y1Q1
the Philippine Food 2010 SEC Y2Q1
Sports Officiating Pyramid/My Food Plate Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PE9PF-Ia-40 OHSP Y1Q1, Module
3. determines risk factors(obesity,
1
physical inactivity, poor nutrition,
2010 SEC Y1Q1
smoking) for major non-
2010 SEC Y2Q1
communicable diseases lifestyle-
Enjoy Life w/ PE &
related(e.g. diabetes, heart
Health, TX & TM
disease, stroke, cancer) Unit 1
PE9GS-Ib-h-5 Proj EASE Module
2 Proj EASE
Module 5 OHSP
Y1Q1
OHSP
Y1Q2,Modules 1, 2&
4. officiates pratice and competitive
3
games
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &

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Health, TX & TM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit II & III

OHSP Y1Q1, Module

5. distinguishes facts from myths and
PE9PF-Ia-29 1
misinformation associated with
2010 SEC Y1Q1
eating habits 2010 SEC Y2Q1
OHSP Y1Q1, Module
1
6. monitors periodically one’s
2010 SEC Y1Q1
progress towards the fitness PE9PF-Ib-h-28
2010 SEC Y2Q1
goals
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
7. performs appropriate first aid for 1
injuries and emergency 2010 SEC Y1Q1
PE9PF-Ib-30
situations in physical activity and 2010 SEC Y2Q1
sports settings (e.g. cramps, Enjoy Life w/ PE &
sprain, heat exhaustion) Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
8. involves oneself in community
2010 SEC Y1Q1
service through sports officiating PE9PF-Ie-h-41
2010 SEC Y2Q1
and physical activity programs
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
9. recognizes the needs of others in PE9PF-Ie-h-42
2010 SEC Y2Q1
real life and in meaningful ways
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD

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The learner . . . The learner . . . 10. undertakes physical activity and PE9PF-IIa-h-23 OHSP Y1Q1, Module
physical fitness assessments 1

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Social (community demonstrates maintains an active lifestyle 2010 SEC Y1Q1
dance, mixers, understanding of lifestyle to influence the physical 2010 SEC Y2Q1
festival) and weight management activity participation of the Enjoy Life w/ PE &
and Ballroom to promote community community Health, TX & TM
dances fitness Unit 1
(Cha-cha, rock and practices healthy eating OHSP Y1Q1, Module
roll) habits that support an active 1
lifestyle 11. assesses eating habits based on 2010 SEC Y1Q1
PE9PF-IIa-39
the Philippine Food Pyramid/My 2010 SEC Y2Q1
Food Plate Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
12. determines risk factors related to 2010 SEC Y1Q1
lifestyle diseases (obesity, PE9PF-IIa-40 2010 SEC Y2Q1
diabetes, heart disease) Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
13. distinguishes facts from myths 2010 SEC Y1Q1
and misinformation associated PE9PF-IIb-29 2010 SEC Y2Q1
with eating habits Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
14. describes the nature and 2010 SEC Y2Q4
PE9RD-IIb-1
background of the dance Enjoy Life w/ PE &
Health, TX & TM
Unit 4

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OHSP Y1Q4
2010 SEC Y1Q4
15. executes the skills involved in the 2010 SEC Y2Q4
PE9RD-IIb-h-4
dance Enjoy Life w/ PE &
Health, TX & TM
Unit 4

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
OHSP Y1Q1, Module
1
16. monitors periodically one’s 2010 SEC Y1Q1
progress towards the fitness PE9PF-IIb-h-28 2010 SEC Y2Q1
goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
17. performs appropriate first aid for 1
injuries and emergency situations 2010 SEC Y1Q1
in physical activity and dance PE9PF-IIb-h-30 2010 SEC Y2Q1
settings (cramps, sprain, heat Enjoy Life w/ PE &
exhaustion) Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
18. involves oneself in community 2010 SEC Y1Q1
service through dance activities in PE9PF-IIg-h-41 2010 SEC Y2Q1
the community Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
19. recognizes the needs of others in
PE9PF-IIa-h-42 2010 SEC Y2Q1
real life and in meaningful ways
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD

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Social (community The learner . . . The learner . . . OHSP Y1Q1, Module
dance, mixers, 1
festival) demonstrates maintains an active lifestyle 2010 SEC Y1Q1
20. undertakes physical activity and PE9PF-IIIa-h-
and Ballroom understanding of lifestyle to influence the physical 2010 SEC Y2Q1
physical fitness assessments 23
dances and weight management activity participation of the Enjoy Life w/ PE &
(Cha-cha, rock and to promote community community Health, TX & TM
roll) fitness Unit 1
practices healthy eating 21. assesses eating habits based on the OHSP Y1Q1, Module
PE9PF-IIIa-39
habits that support an active Philippine Food Pyramid/My Food 1

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lifestyle Plate 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
22. determines risk factors related to 2010 SEC Y1Q1
lifestyle diseases (obesity, PE9PF-IIIa-40 2010 SEC Y2Q1
diabetes, heart disease) Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
23. distinguishes facts from myths 2010 SEC Y1Q1
and misinformation associated PE9PF-IIIb-29 2010 SEC Y2Q1
with eating habits Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
24. describes the nature and 2010 SEC Y2Q4
PE9RD-IIIb-1
background of the dance Enjoy Life w/ PE &
Health, TX & TM
Unit 4

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OHSP Y1Q4
2010 SEC Y1Q4
25. executes the skills involved in the 2010 SEC Y2Q4
PE9RD-IIIb-h-4
dance Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q1, Module
1
26. monitors periodically one’s 2010 SEC Y1Q1
PE9PF-IIIb-h-
progress towards the fitness 2010 SEC Y2Q1
28
goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
OHSP Y1Q1, Module
27. performs appropriate first aid for 1
injuries and emergency situations 2010 SEC Y1Q1
PE9PF-IIIb-h-
in physical activity and dance 2010 SEC Y2Q1
30
settings (cramps, sprain, heat Enjoy Life w/ PE &
exhaustion) Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
28. involves oneself in community 2010 SEC Y1Q1
PE9PF-IIIg-h-
service through dance activities in 2010 SEC Y2Q1
41
the community Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
29. recognizes the needs of others in PE9PF-IIIa-h-
2010 SEC Y2Q1
real life and in meaningful ways 42
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . Proj EASE Module
2 Proj EASE
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 K to 12 BASIC EDUCATION CURRICULUM
demonstrates maintains an active lifestyle Module 5 OHSP
Active understanding of lifestyle to influence the physical Y1Q1
Recreation and weight management activity participation of the OHSP
a. Indoor to promote community community 30. discusses the nature and Y1Q2,Modules 1, 2&
1. individu fitness background of indoor and outdoor PE9GS-IVa-6 3
al and practices healthy eating recreational activities OHSP Y1Q3
dual habits that support an active 2012 SECY1, Q2 &
sports lifestyle Q3
2. team 2012 SECY2, Q2 &
sports Q3
3. dances Enjoy Life w/ PE &
Health, TX & TM
b. Out door Unit 2, 3 & 4

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
1. Hiking Proj EASE Module
2. Campin 2 Proj EASE
g Module 5 OHSP
3. Oriente Y1Q1
ering OHSP
4. Biking Y1Q2,Modules 1, 2&
3
Note: Activities 31. participates in active recreation PE9GS-IVb-h-7 OHSP Y1Q3
not limited to the 2012 SECY1, Q2 &
above list Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit
2, 3 & 4
OHSP Y1Q1, Module
32. advocates community efforts to 1
increase participation in physical 2010 SEC Y1Q1
activities and improve nutrition PE9PF-IVb-h-43 2010 SEC Y2Q1
practices Enjoy Life w/ PE &
Health, TX & TM
Unit 1

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 K to 12 BASIC EDUCATION CURRICULUM
OHSP Y1Q1, Module
1
33. practices environmental ethics (e.g
2010 SEC Y1Q1
Leave No Trace) during
PE9PF-IVb-h-44 2010 SEC Y2Q1
participation in recreational
Enjoy Life w/ PE &
activities of the community
Health, TX & TM
Unit 1

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GLOSSARY

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

Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive
Anxiety
sweating, biting of nails and fidgeting
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities.
Apparently healthy Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
individual major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major
CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk
factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until
(BLS) 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
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 enhancing learning and outcomes
Conflict 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 dancer to meet new
Dance Mixers
partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness

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GLOSSARY

Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with 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
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 dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (370 C)for normal metabolism and body functions
Implements An instrument, tool, or utensil for accomplishing work.

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GLOSSARY

Inclusion The principle of ensuring participation of all learners.

Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
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 with the rest of the body and
Motor control
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.
enhancement
Performance goal Specific personal standard unaffected by the performance of others

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GLOSSARY

Person Refers to individual partners, group.

Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or self-
Is a given space when you move in your fixed position.
space
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 Activities that help avoid injuries
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
Rhythmic routine Is an activity that helps us express our feeling to a person and the objects used.
Ring Is one of the many implements that can be used in rhythmic routines.
Risk assessment Assessment of threats, problems and other concerns that may arise in an event.
Run Move fast by using the feet, with one foot off the ground at any given time
Safety awareness Knowledge of safety issues and of potential hazards to reduce risk and threat to life
Self-efficacy Belief in 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

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GLOSSARY

Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash Longer movements but powerful like punches (picture a slashing sword)
Slide Step to the side, close with other foot, step to the side again, close with other…
The need to equip the learner with skills to manage the demands of one’s study and training through integral formation. This is significant to an
Sport-life balance
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.
Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to improve the
Stretching
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, prepare the soil for
Tiklos
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/ Physical Education
Subject or Body Management EL
First Entry Specialization PE2

Grade Level Grade 2

Movement Skills MS

Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF

-
Physical Fitness PF
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II

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

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