CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan, Negros Occidental

COLLEGE OF TEACHER EDUCATION

OBE COURSE SYLLABUS IN P.E 3: PATHFit 3 – CHOICE OF DANCE, SPORTS, MARTIAL ARTS,
GROUP EXERCISE, OUTDOOR, AND ADVENTURE ACTIVITIES
1st Semester, S.Y. 2023-2024

VISION

CPSU as the leading technology-driven multi-disciplinary University by 2030

MISSION

CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.

GOAL

To provide efficient, quality, technology-driven and gender-sensitive products and services

HIGHER EDUCATION INSTITUTIONAL OBJECTIVES

1. Provide access to relevant, quality and inclusive education;

2. Capacitate faculty to promote a vibrant, gender-sensitive and supportive intellectual environment;
3. Create and promote science, technology and innovations (STI) in the multi-disciplinary teaching-learning processes;
4. Redefine the academic system, processes and operations employing uniform measures for equitable education;
5. Promote clientele satisfaction on the higher education undertakings that could generate technology-driven outputs for community adoption; and
6. Ensure protection of academic freedom for intellectual advancement on multi-disciplinary fields.

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:

Continually improve its Quality Management System (QMS) at par with International standards;
Provide timely, efficient and effective delivery of products and services;
Satisfy the needs and expectations of the customers and relevant Interested parties; and
Uphold applicable statutory, regulatory, organizational and International standard requirements.
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CORE VALUES

Committed – refers to CPSU’s strong commitment to provide quality result to a plan of action.
Productive – refers to working hard to be able to achieve good results.
Service-oriented – refers to focusing on helping and providing customers’ satisfaction.
Unified System – refers to working together towards achieving the same goals to increase efficiency
and enable centralized management.

COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)

For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development plans.

PROGRAM OUTCOMES

A. Common to All Types of School

a.1. Articulate and discuss the latest developments in the field of practice (PQF level 6 descriptor);
a.2. Effectively communicate orally and in writing using both English and Filipino;
a.3. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
a.4. Act in recognition of professional, social, and ethical responsibilities;
a.5. Preserve and promote ‘’ Filipino historical and cultural heritage’’ (based on RA 722);

B. Specific for College of Teacher Education

b.1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts;
b.2. Demonstrate mastery of subject-matter discipline;
b.3. Facilitate learning using a wide-range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
b.4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners;
b.5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
b.6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
b.7. Practice professional and ethical teaching standards sensitive to the local, national and global realities; and
b.8. Pursue Lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

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C. Specific of the Bachelor of Elementary Education program

c.1 Demonstrate in-depth understanding of the diversity of learners in various learning areas
c.2 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
c.3 Utilize appropriate assessment and evaluation tools to measure learning outcomes
c.4 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
c.5 Demonstrate positive attributes of a model teacher, both as an individual and as a professional
c.6 Manifest a desire to continuously pursue personal and professional development

PROGRAM OUTCOMES

Program Outcomes Performance Indicators

1. Demonstrate in-depth understanding of ●Identify various types of learners and provide them with appropriate, culturally-relevant learning activities and
the diversity of learners in various learning experiences
areas ●Develop and utilize relevant materials that match the learners learning styles, goal and culture
●Select instructional strategies for the development of learners critical and creative thinking skills
●Utilize developmentally appropriate activities in teaching the different learning areas
●Utilize appropriate technologies to achieve the learning outcomes
●Apply theories of learning in designing learning-teaching experiences

2. Manifest meaningful and comprehensive ●Explain subject matter content clearly, accurately and comprehensively
pedagogical content knowledge (PCK) of ●Relate current content with past and future lessons
the different subject areas ●Integrate recent developments in education and in the specific field to enrich learning
●Provide examples from real life to make learning meaningful
●Utilize appropriate teaching-learning methods and technology for specific subject matter content
●Keep abreast with educational issues, trends and practices vis-à-vis local and global context to provide relevant
learning experiences
3. Utilize appropriate assessment and ●Design authentic assessment, evaluation instruments and alternative assessment tools
evaluation tools to measure learning ●Interpret assessment results and use these to improve learning and teaching.
outcomes ●Keep accurate and updated records of the learners’ performance using technology tools where feasible and
appropriate
●Provide timely feedback of assessment results to parents and other stakeholders

4. Manifest skills in communication, higher ●Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and decision making in
order thinking and use of tools and various classroom situations
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technology to accelerate learning and ●Create learning experiences that develop the learners higher order thinking skills
teaching ●Provide opportunities that develop the learners’ communication skills
●Use tools and technology to enhance learning and teaching
5. Demonstrate positive attributes of a ●Act according to the norms of the teaching profession in dealing with students, parents, colleagues and other
model teacher, both as an individual and as stakeholders
a professional ●Manifest positive personal and professional qualities of a teacher
●Observe integrity and professionalism in handling issues, conflicts and controversies related to student welfare
as well as parents and community concerns
6. Manifest a desire to continuously pursue ●Pursue personal growth and professional development through attendance in seminar workshops, participation
personal and professional development in demo-fest, conducting action research, other education-related activities
●Participate actively in the school’s community outreach activities

BEED PROGRAM OBJECTIVES

B- Blend the acquired art of teaching with the pupils’ abilities and inherent capacities under a learning atmosphere where knowledge is enhanced,
skills are developed, and values are inculcated.
E- Explore and enhance learning experiences essential to increase child’s awareness and responsiveness to the change in the society
E- Equip individuals with the strength of character, preservation of life and love of family and country
D- Discover different aptitudes and interests of pupils and sustain them to a more productive and fulfilling/ rewarding endeavor.

COURSE OUTCOMES

At the end of the semester, the students must be able to:

1. Participate in moderate to vigorous physical activities in accordance with national and global recommendations on physical activities for health.

2. Adapt movement competencies to independent physical activity pursuits that are health-enhancing and personally rewarding.

3. Improved understanding of movement and the human body and the importance of maintaining a healthy lifestyle.

4. Monitor progress and evaluate achievement of personal fitness and dietary goals.

4. Self-confidence and self-worth as they relate to physical education recreation programs.

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I. PROGRAM : Bachelor of Elementary Education

II. COURSE NUMBER : P.E 3: PATHFit 3

III. COURSE TITLE : Physical Activities Towards Health and Fitness 3: Choice Of Dance, Sports, Martial Arts,
Group Exercise, Outdoor, and Adventure Activities

IV. COURSE DESCRIPTION : 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 physical activity performance. Emphasis
will be on exercise regression and progression for the enhancement of fitness and the adaptation of movement
competencies to independent physical activity pursuits. In conjunction with fitness and wellness concepts, exercise and
healthy eating principles, periodic evaluation will be conducted of one’s level of fitness ad physical activity, as well as
eating patterns to monitor one’s progress and achievement of personal fitness and dietary goals.

V. CREDIT : 2 units

VI. CREDIT HOURS : 2 hours per week; 36 hours per semester

VII. COURSE PREREQUISITE : None

VIII. LEARNING PLAN:

Desired Learning References Time

Teaching and Resources
Outcomes (DLO) Course Content Frame Assessment Task
Learning Activities Materials
(hrs)
MIDTERM
At the end of the Chapter 1 and 2 References from 1 hour Summative Pencil and Rubric to measure
Midterm chapter 1 and 2 Examination Paper test students’ outputs
Examination, the
students must have Written TOS
answered correctly at Assessment
least 75 percent of the
written exam and Discussion paper
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completed
assessment.

1. At the end of the ORIENTATION & PAR-Q &  University Code

unit, the students must PHYSICAL ASSESSMENT  Course design  Interactive Learning  Accomplished
have:  VMGO and Course 2 hrs. PMH, PAR-Q  University’s
 Subject Overview Outline and Physical VMGO
 Instructions on how
1. Recited the  Personal Medical History  PMH, PAR-Q &  Computer/Laptop
to accomplish PMH, Assessment
vision, mission, (PMH) Physical  Video camera or
PAR-Q and  Video any recording
goals and core  Physical Activity Assessment
Readiness Physical Presentation device
values of the
Questionnaire (PAR-Q) Assessment  Paper and
University as well  Physical Assessment pencil test
as the institutional  Gross Physical  Monitor and
and program Assessment Supervision of
outcomes by  BMI student activities
abiding with  Hip-Waist Ratio
school policies
and inspiriting the
values of a true-
hearted
Cenphilian.

2. Achieved total
awareness of the
importance and
the general
desired outcomes
of the course.

3. Re-oriented with
the value

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information
gathered from
personal medical
history.

4. Uncovered health
history and find
out potential
health risk
associated with
exercise through
PAR-Q.

5. Conducted self-
assessment to
determine
readiness
towards physical
activities.
2. At the end of the
unit, the students must Chapter I: Philippine Folk Crawford 2018.  Interactive  Written Test  Computer/Laptop
have: Dance Philippine Folk 6 hrs Learning  Essay  Paper and pen
 History Dance History.  Picture  Identification
1. Explained Philippine  Classifications https://dance.loveto Analysis
Folkdance  Values know.com/Philippin
2. Identified the  Do’s and Don’ts
e_Folk_Dance_His
classification of tory
Philippine Folkdance
3. Appreciated the
values of Folkdance in
the Philippines

3. At the end of the https:// 4 hrs

unit, the students must Chapter II: Dances www.kennedy  Interactive  Written Test  Computer/Laptop
have:  Elements of Dance center.org/educatio Learning  Essay  Paper and pen
1. Discussed the n/resources-for-  Picture  Identification
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elements of dance educators/classroo Analysis

2. Analyzed the m
elements of dance resources/media-
and-interactives/m
3. Identified the
edia/dance/do-you-
elements of dance wanna-dance/
4. At the end of the
unit, the students must Chapter III: Fundamental Tolentino,  Interactive Learning  Video  Computer/Laptop
have: Steps of Feet and Arms Francisca Reyes,  Practice of the performance  Video camera or
 Fundamental Movement Philippine National basic steps of the
 Identification
any recording
1. Identified the of Folkdance Dances, 2006 arms and feet. device
 Essay
fundamental movements Kayumangi Printing 4 hrs  Attachment of  Paper and pen
of the arms and feet of Press documents  Rubrics and  Rubric to
Philippine Folkdance https:// Criteria measure
feu.instructure.com students’ outputs
2. Performed the /courses/29083/
fundamental movements pages/lesson-ii-
of the arms and feet of introduction-to-
Philippine Folkdance philippine-
folkdance

FINAL TERM
At the end of the Final Pencil and Rubric to measure
Examination, the Chapter 4 and 5 References from 1 hour Summative Paper test students’ outputs
students must have chapter 4 and 5 Examination
answered correctly at Written TOS
least 75 percent of the Assessment
written exam and
completed 75 percent Discussion paper
of the assessment

5. At the end of the

unit, the students must Chapter IV: Basic Dance Tamara Warta  Interactive  Video  Computer/
have: Steps 2020 Learning performance Laptop
 Basic Dance Steps in 12 hrs  Word Search  Video
dance.lovetoknow.
1. Identified the different 2/4 Time Signature  Scrambled Words camera or
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steps in 2/4, 3/4, 4/4-time  Basic Dance Steps in ¾ com  Attachment of  Identification any recording
signature and the and 4/4 Time Signature Robin Irey Documents  Essay device
common dance turns  Common Dance Turn Marchiori 2014  Reflection Paper  Rubrics and  Paper and
in folk dance www.cgpac.com pen
Criteria
Dimapilis et.al  Rubric to
2. Performed the different 2010, Physical measure
steps in 2/4, 3/4, 4/4-time Education 2: students’
signature and the Rhythmic Activities, outputs
common dance turns Books Atbp.
in folk dance Publishing Corp.

6. At the end of the

unit, the students must Naranjo (2010),  Interactive Learning  Video  Computer/
have: Chapter V: Styles of Dance Historical  Jumbled Words performance Laptop
 Contemporary Dance Background of 6 hrs  Picture Analysis  Video
 Identification
1. Define contemporary  Street Dance Contemporary  Attachment of camera or
 Essay
dance Dance, Documents any recording
2. Identify the basics/ contemporary-  Rubrics and device
preparatory activities dance.org Criteria  Paper and
before performing a pen
contemporary dance Sofras, (2020),  Rubric to
3. Perform the qualities Dynamics: measure
of movement Qualities of students’
4. Discuss and analyze Movement, Human outputs
the street dance styles Kinetics (An
5. Perform the different Employee
dance styles
Gloria 2018, Hip
Hop, slideshare.net

________

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36 hrs

IX. COURSE REQUIREMENTS :

1. Written Test, Practical Test
2. PE Uniform
3. Yoga Mat or Rubber Mat

CLASS POLICIES / ETIQUETTE

1. Students should wear their prescribed school uniform and ID at all times inside the campus.
2. Minimum health protocols must be followed at all times when inside the school premises. These include one (1) meter social distancing and wearing of
face mask. Regular and proper handwashing is also encouraged.
3. Students must participate actively in the class discussion and perform all the required tasks.
4. Students should complete the requirements and required tasks to pass the subject.
5. Final course requirements and major outputs must be submitted to avoid obtaining an INC. grade.
6. Students are only given one (1) year to comply an incomplete grade. Beyond the given period, the student will be advised to re-enroll/retake the subject.
7. Students are required to take the Midterm and Final examinations on the scheduled date. Failure to comply with these institution-mandated exams is
tantamount to an incomplete (INC.) grade.

X. GRADING SYSTEM :

Cognitive : 40%
25% - Exams (Midterm & Final)
15% - Summative Test
Psychomotor : 50%
40% - Course Outputs/Projects/Portfolio
10% - Assignments
Affective : 10%
Behavior and Attendance
____
Total: 100%
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XI. REFERENCES :

Freutel, N. (2020). 5 Joint Mobility Exercises to Improve Flexibility and Function. Retrived from: https://www.healthline.com/health/fitness-exercise/joint-mobility-exercises last
April 30, 2021.

Huether, K. MD (2020). Introduction to Mobility Training. Retrieved from: https://www.therekoverymd.com/blog/mobility-training last April 30 , 2021.
Reveal the Fit Person Inside of You. Retrieved from: https://www.davidlunnfitness.com last April 30, 2021.

Schultz, R. (2021). How Mobility Training Can Prevent Injuries and Make You Stronger. Retrieved from: https://www.mensjournal.com/health-fitness/how-to-mobility-
flexibility-strength-mens-fitness/ last April 30, 2021.

Harvard Health Publishing, Harvard Medical School (2020). 5 exercises to improve hand mobility. Retrieved from: https://www.health.harvard.edu/pain/5-exercises-to-
improve-hand-mobility last April 30, 2021.
Healthy Lifestyle Fitness (2021). Video: Reverse fly with dumbbell. Retrieved from: https://www.mayoclinic.org/healthy-lifestyle/fitness/multimedia/reverse-fly/vid-20084679
last April 30, 2021.

Quigley, M. (2016). Try This: Chest Expansion. Retrieved from: http://abcfitstudio.com/trythis-chest/ last April 30, 2021.
Hodges and Richardson (2021). Core Stability. Retrieved from: https://www.physio-pedia.com/Core_stability last April 30, 2021.

Akuthota, et. Al (2008). Core Stability Exercise Principles. Retrieved from: https://pubmed.ncbi.nlm.nih.gov/18296944/ last April 30, 2021.
Russell, Z. et al. Core Stability Deficiency. Retrieved from: https://physioworks.com.au/pain-injury/back-pain/core-stability-deficiency/ last April 30, 2021.
Summit Orthopedics (2019). A Strong Core Helps Prevent Injury. Retrieved from: https://www.summitortho.com/2015/05/20/a-strong-core-helps-prevents-injury/ last April 30,
2021.
Harvard Health Publishing, Harvard Medical School (2012). The real-world benefits of strengthening your core. Retrieved from:
https://www.health.harvard.edu/healthbeat/the-real-world-benefits-of-strengthening-your-core last April 30, 2021.
Tracey, C. (2015). What is Core Stability. Retrieved from: https://originfitness.com/knowledge-and-advice/what-is-core-stability/ last April 30, 2021.
Lactimer, (2016). Core Stability. Retrieved from: https://www.brianmac.co.uk/corestab.htm last April 30, 2021.
Scott, J. (2020). The Health and Fitness Benefits of Flexibility Training. Retrieved from: verywellfit.com/flexibility-definition-and-examples-3496108 last May 4, 2021.
Dr. Maffetone, P. (2017). Dangers of Stretching. Retrieved from: philmaffetone.com/dangers-of-stretching/ last May 4, 2021.
Haak, E. (2021). The 4- Stretch Test to Tell If You’re Dangerously Inflexible. Retrieved from: Oprah.com/health_wellness/dangers-of-being-inflexible last May 4, 2021.
National Posture Institute (2015). Flexibility: How it Impacts More than Your Muscles. Retrieved from: npionline.org/articles/flexibility-how-it-impacts-more-than-your-
muscles.htm last May 4, 2021.

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Better Health Channel (2018). Resistance Training- Health Benefits. Retrieved from: betterhealth.vic.gov.au/health/HealthyLiving/resistance-training-health-benefits last May
4, 2021.
Cissik, J. Basic Principles of Strength Training and Conditioning. Retrieved from: myweb.facstaff.wwu.edu/chalmers/PDFs/Basic%20principles%20of%20training%20and
%20conditioning.pdf last May 4, 2021.

MD Illiades, C. (2019). 7 Ways Strength Training Boosts Your Health and Fitness. Retrieved from: everydayhealth.com/fitness/add-strength-training-to-your-workout.aspx
last May 4, 2021.
myDr (2018). Strength Training Exercises. Retrieved from: mydr.com.au/sports-fitness/strength-training-exercises/ last May 4, 2021.

A. RUBRICS AND CRITERIA

a. Rubric for Written Output

4 3 2 1
CRITERIA
(OUTSTANDING) (VERY SATISFACTORY) (SATISFACTORY) (NEEDS IMPROVEMENT)
Writing shows high degree of Writing is coherent and logically Writing is coherent and logically Writing lacks logical
attention to logic and reasoning organized with transitions used organized. Some points remain organization. It shows some
Organization of points. Unity clearly leads the between ideas and paragraphs misplaced and stray from the coherence but ideas lack unity.
reader to the conclusion and to create coherence. Overall topic. Transitions evident but Serious errors.
stirs thought regarding the topic. unity of ideas is present. not used throughout essay.
Content indicates synthesis of Content indicates synthesis of Content indicates thinking and Shows some thinking and
ideas, in-depth analysis and ideas, in-depth analysis and reasoning applied with original reasoning but most ideas are
Level of Content
evidences original thought and evidences original thought and thought on a few ideas. underdeveloped and unoriginal.
support for the topic. support for the topic.
Main points well developed with Main points well developed with Main points are present with Main points lack detailed
high quality and quantity quality supporting details and limited detail and development. development. Ideas are vague
Development
support. Reveals high degree of quantity. Critical thinking is Some critical thinking is with little evidence of critical
critical thinking. weaved into points present. thinking.
Essay is free of distracting Essay has few spelling, Most spelling, punctuation, and Spelling, punctuation, and
spelling, punctuation, and punctuation, and grammatical grammar correct allowing grammatical errors create
grammatical errors; absent of errors allowing reader to follow reader to progress though distraction, making reading
Grammar & Mechanics
fragments, comma splices, and ideas clearly. Very few essay. Some errors remain. difficult; fragments, comma
run-ons. fragments or run-ons. splices, run-ons evident. Errors
are frequent.

b. Rubric for Performance Output

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5 4 3 2 1
CRITERIA
EXCELLENT VERY SATISFACTORY SATISFACTORY NEEDS IMPROVEMENT POOR
Showed very high level Almost showed mastery of Showed average mastery of Showed little mastery of the Performed poorly the
1. Mastery of
of mastery of the dance the dance steps but some the dance steps dance steps dance steps
Steps
steps error was evident
Showed excellent Executed the dance steps Executed the dance steps Executed the dance steps Executed the dance steps
2. Proper
performance almost accurately but some with average accuracy with little accuracy incorrectly
Execution
errors were evident
Followed the correct Followed the correct beat Followed the correct beat Could hardly catch up with
Could not catch up with
3. Rhythm/
beat and tempo of music and tempo of the music but and tempo of the music with the beat and tempo of
the beat and tempo of
Tempo
excellently some error was evident average accuracy music music
Showed exemplary Showed coordination of Showed average Showed little coordination
Performed the dance
4. Coordination coordinated movements movement but slight errors coordination of movements and timing
without control and proper
were evident timing
Showed very high level Showed high level of Showed average level of Showed very little level of Failed to show
of gracefulness, poise gracefulness, poise and gracefulness, poise and gracefulness, poise and gracefulness, poise and
5. Good Form and bearing in bearing in performing the bearing in performing the bearing in performing the bearing in performing the
performing the dance dance steps dance steps dance steps dance steps
steps
Showed very high Showed high interest in Showed average interest in Showed little interest in Failed to perform the
6. Enthusiasm interest in executing the executing the dance steps executing the dance steps executing the dance steps dance steps
dance steps enthusiastically

B. COURSE MAPPING
PROGRAM OUTCOMES
COURSE OUTCOMES
RELATIONSHIP TO PROGRAM OUTCOME
a.1 a.2 a.3 a.4 a.5 b.1 b.2 c.1 c.2 c.3 c.4 c.5
1. Participate in moderate to vigorous physical activities in accordance
with national and global recommendations on physical activities for health. P P P I I I I I P I P P

2. Adapt movement competencies to independent physical activity

pursuits that are health-enhancing and personally rewarding. P P P P P I I

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3. Improved understanding of movement and the human body and the

importance of maintaining a healthy lifestyle.
P P P P I I I I

4. Monitor progress and evaluate achievement of personal fitness and

dietary goals.
P P P P P I I

5. Self-confidence and self-worth as they relate to physical education

recreation programs.
P P P P I I I I

Legend: I - Introduced P - Practiced D – Demonstrated

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Prepared by: JESSEL ANN L. HERNANDEZ, LPT Date: ______________________________

Name of Faculty

Reviewed by : NOE T. HERMOSA, Ph.D. Date: _____________________________

COTED Program Chair

Recommending Approval : CHERRYMAE M. POCULAN, Ph.D. Date: _____________________________

Dean for Instruction

KEN M. BALOGO, MSIT Date: _____________________________

Campus Administrator

Approved by : FERNANDO D. ABELLO, Ph.D. Date: _____________________________

Vice President for Academic Affairs

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