I.

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
and physical activity, as well as eating patterns to monitor one’s progress and achievement of personal fitness and dietary goals.
Course Credit: 2 units
Contact Hours/ Week: 2 hours per week
Prerequisite: None Core Values (5C’s): Creative, Compassionate and Christ-Centered
II. Course Outcomes
Course Outcomes Institutional Graduate Outcomes
CO 1: Execute the mastery of the fundamental knowledge and person’s  IGO 1 Formation of holistic person capable of integrating interdisciplinary themes
motor skills through physical movement exercise that utilize life-enhancing into academic content with Jesus Christ as its foundation and inspiration in the
and potentially healthy lifestyle in pursuit of fostering personal and postural pursuit of the leaner’s ultimate end and the good of the society.
improvement towards becoming a physically educated individual and
analyze performance to become professional excellence.
CO 2: Explore processes using creative thinking in performing the skills in  IGO 3 Development of institutional culture which promotes collaboration, co-
movement exercise, alternatives and organization of movement based on a responsibility in responding to the challenges of the shared mission and faith-life
specific idea, feeling, or concept in order to develop organizational skills integration.
and methods to new situations.
CO 3: Showcase the skills and build-up worthwhile experience/activities to  IGO 4 Promotion of truth and knowledge through dedicated passion to research,
one’s field of specialization through application of non-locomotor and criteria reflection, appropriate use of modern technology, creative and innovative
locomotor movement knowledge that develops to build a life-long personal approaches to one’s field of specialization, leading to the realization of outstanding
fitness habit, more competent and confident individuals and perform safe academic standards and effectual evangelization.
physical activities.

III. Learning Evidences

1. Journals 2. Written Examination 3. Performance Evaluation- Culminating Activity

IV. Course Content

PRELIMINARY TERM
Intended Learning Course
Outcome
Week Topic Teaching & Open Educational Assessment Student Output
Outcomes No. Learning Activity Resources (OERs) and Task/ Activity
(TLA) other printed Learning
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 Materials
1. Awareness in policy and I. Orientation  Getting to know Laptop Feedback/  Getting To Know
expectations of the a. Nature of the subject You Activity Reflection You Activity
course b. Expectation/s (GTKYA) Paper
CO 1 Week 1 c. Grading System and  Collaborative
(2 Evaluation Learning
Hours)
d. Requirements in the Activity
subject  Socialized
II. Overview of the Course discussion
 Using Google
meet

1. Discuss the origin and III. Introduction to Laptop Accomplish

background of Movement Education Face to Face Power point and Video End of Lesson Objective Written
Movement Education in Inquiry/Sharing presentations Assessment via Test
Physical Education.  Definition of Face to face
CO1, Week 2 Activities History and Philosophy of (with the use Written Reflection
(2 Movement Education
2. Enhance students CO2 a. Mini-lecture Movement Education of a rubric to Journal
Hours) in Physical Education
understanding of b. Video Clip assess the
Movement Education  History and References: outputs) Table completion
and Components of Philosophy of Teacher-student
Physical Fitness. Movement Education demonstration Online Links
 Proponents of https://
3. Administer the Focus Group us.humankinetics.com/
Movement Education discussion
procedure of Physical blogs/excerpt/what-are-
Fitness Test  Concepts and the-origins-of-movement-
Assessment (Pre-test Elements of Command style education
and Post-Test). Movements
Education Practice style
4. Familiarize with the  Importance of Movement Education:
Expository Curriculum Model
Physical Training and Movement Education
FITT Principles CO1, Exploratory Reference:
CO2, Week 3 IV. Components of Physical
(2 Fitness
CO3 Online Links
Hours)
https://study.com/academy/
(5 C’s: Creativity) lesson/movement-education-

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  Health Related curriculum-model-
-Body Composition activities.html
-Flexibility Printed learning materials:
-Muscular Strength
-Muscular Endurance References:
-Cardiorespiratory
Dimapilis, N. J., et al. (2009)
Endurance Physical education 1:
physical fitness and
 Skill Related gymnastics
-Agility
Hoeger, W. W.K. & Hoeger,
-Balance S. A. (2015) Fitness and
-Coordination wellness: 11th edition.
-Speed
-Power
Week 4 -Reaction Time
(2
Hours) V. Physical Fitness Test
Assessment
 Definition
 Benefits of Physical
Fitness
Tess/Assessment
CO1,
CO2,  Pre-test and Post-test
CO3 Week 5 Activities
(2
Hours)
VI. Principles of Physical
Training and FITT
Principles (Frequency,
Intensity, Type and
Time)

Week 6 PRELIMINARY PERFORMANCE TASK (PT)

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MID-TERM
Intended Learning Course
Outcome
Week Topic Teaching & Open Educational Assessment Student Output
Outcomes No. Learning Activity Resources (OERs) and Activity
(TLA) other printed Learning
Materials
CO 1, Week VII. Human Body Systems Using Google meet Laptop
1. Perform Locomotor CO 2, 7&8 Responsible for the body’s and Face to Face Video End of Lesson Demonstration on
and Non-locomotor CO 3 (2 function Documentary of the Assessment via types of movements
movements. Hours)  Muscular System Activities human body systems Face to face (locomotor and non-
 Skeletal System a. Mini-lecture (with the use locomotor)
2. Demonstrate  Endocrine System b. Video Clip Video clip of lifespan of a rubric to
understanding of  Cardiovascular System development assess the Video clip of sample
human body system Teacher-student outputs) muscular and
 Lymphatic System
lifespan development demonstration References: skeletal system
 Respiratory System
and body posture. Expository Formative movements
 Digestive System Practice https:// assessment
3. Showcase a case  Urinary System Exploratory www.youtube.com/ (individual Case scenario (Role
scenario through role  Reproductive System Collaborative watch?v=8fG5Pxr9ZQ0 practical quiz) play)
play presentation. Week
9 (2 VIII. Lifespan Development https://
Hours) www.youtube.com/
(5C’s: Compassion,  Different Stages of watch?v=IX4jDLBdnMg
Creativity) lifespan development
 Characteristics of each https://
stages www.youtube.com/
Week
watch?v=dCsgXitfdls
10 (2
Hours) IX. Body Postures
 Types of Body Postures
 Significance of Good
Posture
 Different activities of
bad and good body
Week postures
11 (2
Hours) X. Locomotor and Non-
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 Locomotor Movements

Week 12 MID-TERM PERFORMANCE TASK (PT)

FINAL TERM
Intended Learning Course
Outcome
Week Topic Teaching & Open Educational Assessment Student Output
Outcomes No. Learning Activity Resources (OERs) and Activity
(TLA) other printed Learning
Materials
Demonstration/ Drill LCD & Laptop Video Individual practical
1. Discuss nutrition and XI. Introduction to Nutrition method End of Lesson demonstration of
its relationship to CO1, Week and Wellness Command style References: Assessment via simple food
health and well- CO 2, 13 to  Definition of Practice style Face to face preparation (Food
being. CO3 15 (2 Nutrition, Calories, Online links (with the use of a and Beverage)
Hours) https://www.youtube.com/ rubric to assess
Nutrients
2. Demonstrates  Importance of watch?v=3Bax8ijH038 the outputs) Project proposal
competency and Nutrition and
confident in Nutrition Calories in Daily https://www.youtube.com/ Formative
and Wellness. Life watch?v=n9o_ZtUlsgI assessment
 Six categories of (individual
3. Familiar with nutrients and their practical quiz)
nutritional deficiency, role in the body
eating disorders and  Five reasons the
behavior patterns. body need energy
 How to determine
4. Prepare a healthy and
the total calories
simple food and
needed per day using
beverage; and project
the Benedict Harris
proposal.
Formula
(5C’s: Compassion, Week XII. Eating Disorder
Creativity) 16 (2
Hours)

XIII. Dietary Plan

Week
17 (2
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 Hours)

Week 18 FINAL PERFORMANCE TASK (PT)

V. Course Grading System
The students will be graded in the following manner:
Major Examinations (Prelims, Midterm and Finals)/Performance Tasks 60 %
Final grade is the average of the Prelim, Midterm and Final grades.

Class Standing: 40% (Attendance 7.5

100% Face to face tasks 7.5
Long Quiz 25)

The grading system is averaging.

VI. References

A. Printed references
Dimapilis, N. J., et al. (2009) Physical education 1: physical fitness and gymnastics. Mandaluyong City, Philippines: Books Atbp, Publishing Corp.
Hoeger, W. W.K. & Hoeger, S. A. (2015) Fitness and wellness: 11th edition. USA: Cengage Learning.
McAtee, R. E. & Charland, J. (2014) Facilitated stretching. USA: Human Kinetics, Versa Press.
Manalo, A. D. (2012) Essentials of physical education 1&2. Manila, Philippines: Mindshapers Co., Inc.
Panlasigui, LN., Ph.D. (2005) Nutrition and physical fitness manual. Manila, Philippines: C and E publishing. Merriam & Webster Bookstore, Inc.
  Punzalan, M. & Mondina M. (2019) Physical education 2: fitness exercises. A college textbook. Manila, Philippines: Mindshapers Co., Inc.
Sharkey, B. (2007) Fitness and health. Champaign. IL: Human Kinetics.
Willis, L. (2013) Exercise and fitness. USA: Greenhaven Press, Gale, Cengage Learning.

B. Online Supplementary Resources

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 Athlepedia, S. (2008, October 1). The athletics wiki. Principle of individual differences. https://athletics.fandom.com/wiki/Principle_of_Individual_Differences#:~:text=The
%20Principle%20of%20Individual%20Differences,chronic%20conditions%2C%20injuri es%20and%20gender
Dalkiling, M. (2017, April 13). Health risks of a sedentary lifestyle. Retrieved (August 3, 2022), from fhttps://www.lifespanfitness.com/canada/workplace/resources/articles/
health-risks-of-a-sedentary-lifestyle
Hamilton, J. (2020). Reversibility principle in sports training: definitions and examples. Retrieved (August 3, 2022), from https://study.com/academy/lesson/reversibility-
principle- in-sports-training-definitionexample.html#:~:text=The%20reversibility%20principle%20is%20a,lose%20the%20effects%20of%20training.
Pope, D. (2020). Personal wellness.  https://slideplayer.com/slide/5895934/

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