2

to a healthful lifestyle that includes consistent exercise, proper diet, and healthy
habits.
MODULE A consistent exercise program is emphasized throughout the curriculum by
providing daily exercises as part of the lesson.  In each class, pupils are exposed
to the flexibility, cardiovascular, agility, and strength components of exercise.

Philosophy and Objectives of  The importance of flexibility is discussed in class.  Flexibility is important in

Arts Education preventing injury and increasing an individual’s performance.  The learners
do a series of stretches before activities. 
 In some classes cardiovascular awareness and improvement are
measured through the pupil’s heart rate.  Learners find their resting heart
Philosophy and Objectives of P.E and Health Education rates by taking their pulse every morning before getting out of bed for five
consecutive days.  They find an average pulse for five days and then do a
Physical Education and Health Philosophy computation to find their target heart rate for exercise. The purpose of
finding the students’ resting and maximum heart rates is to give them the
 Children must be encouraged to invent their own solutions to problems
knowledge of how hard they need to exercise to have an effect on their
through creative thinking and discovery. It is the responsibility of an
fitness levels.
educator to challenge learners and encourage their exploration of
knowledge while providing the tools for them to become confident  The importance of agility and quickness is discussed in class, and ways to
learners. improve agility and quickness are presented throughout each year.  Class
activities include running with change of direction regularly.  A shuttle test
 The purpose of health and physical education is to provide health-related
is then administered to see improvements in this area.
and skill-related fitness concepts and skills in order to create an
environment that promotes the development of life long movers.  The importance of strength is also discussed in class, as are healthy ways
to improve and build strength.  Each class includes strength activities that
 Health and physical education pupils will be provided with the necessary
help to improve the students’ overall strength. 
tools to make good decisions regarding all components of their health and
wellness.  Physical education class also emphasizes proper diet, body weight, and
health issues.  Students participate in regular discussions on the
 The physical education program content will focus on skill development
relationship between body weight and body fat, and how this relationship
which will address in the k-12 Core Curriculum Content Standards.
affects health.
 Pupils will then implement learned stability, locomotor, non-locomotor and
manipulative skills while participating in modified individual, dual, and team
SKILL DEVELOPMENT
sports games. Multiple teaching strategies will be incorporated into the
program in order to address learners’’ diverse learning styles.
Skill development is a regular focus of the physical education curriculum. 
 Pupils will be formally and informally assessed in the cognitive, In kindergarten through fourth grade, skill development is pursued through
psychomotor and affective domains using skill tests, rubrics, checklists individual work, large-group activities, and non-competitive games.  In fifth through
and written evaluations. eighth grade, students continue to focus on skill development with activities in
 Schools are multidimensional learning communities composed of a diverse partnerships and in games with small groups that allow everyone to participate. 
learning population. A productive, motivational and informative learning Skill development is measured through continued observation.  It is important to
environment will be created for students by implementing a curriculum that the department to allow every pupil to develop at his or her own pace, and to
is developmentally appropriate, skill-related, progressive, challenging and encourage each individual to achieve his or her potential.  The department
enjoyable. stresses non-competitive behavior throughout skill development.  Encouragement
and support among pupils are a priority throughout the curriculum.
FITNESS AND HEALTH
The Physical Education department believes that each learner should be exposed
Locomotor movements CLASS ORGANIZATION AND MANAGEMENT
Running, leaping skipping, sliding, galloping, walking and jumping are featured
throughout the curriculum, with an emphasis in grades K-4.  Improving one’s ability The Physical Education Class Schedule
in these locomotor movements continues throughout each student’s career. The best time to schedule the physical education class is near the middle
of the morning or afternoon. This time of day can provide some change and
Non-locomotor movements relaxation from the routine of academic classes. It is very satisfactory period in
Bending and stretching, pushing and pulling, raising and lowering, twisting and which learning can be carried on successfully. The mid-morning or mid-afternoon
turning, shaking, bouncing, circling, and balancing are also used throughout the class schedule will give way to less learning or difficult subjects to be taken up at
curriculum.  Improving one’s ability in these non-locomotor movements continues the early school hours when children are expected to be full of pep and vigor.
throughout each learner’s career.
Exemption from Physical Education
Manipulative skills Participation from physical education is required of all pupils. Throughout
These are developed through handling of an object and from the basis of the years of school attendance, the child grows and develop. During this period
game skills; in particular, they are the foundation of ball skills that take the physical activities stimulate the neuromuscular mechanism and serve the
pupils/student into adulthood.   It is the goal of the department to have every child functional demands of the vital organs. Satisfactory experiences in physical
feels confident with his or her individual skills including throwing and catching, education improve m-normal growth and development. There are, however,
batting and kicking, rebounding and redirecting. individuals unable to engage with profit in the required program because of
impaired organs, recent operations, serious disease, injuries and other physical
handicaps. In such cases, and workable plan should be adapted for the
SPORTSMANSHIP  exemption from the regular physical education requirement. However, exemption
should be based preferably on an examination by the school physician.
Sportsmanship is an integral part of the Physical Education curriculum.  With
the ability to work with each other, pupils can have an excellent experience in Routine Activities:
class.  Sportsmanship has been an important focus in the department since its
founding.   The term the department uses is progress reports is “sportsperson  Attention to Physical Conditions. Every reasonable precaution should
ship,” and everyone is encouraged to become the best sports person they can be taken to prevent accidents and injuries to children. Suitable uniform
imagine.  The discussions that surround this topic are respect, cooperation should be required for satisfactory participation in various physical
and TEAMWORK, appreciation for others, and fair play. activities.
 Class Assembly. The class must be started without undue delay.
 Respect is highlighted throughout the curriculum during games and  Checking of attendance. Attendance should be checked regularly.
activities, with a focus on how to respect each other’s space and  Handling of materials. Before the start of the class all the supplies and
ownership during class. equipment needed in that class period must be ready. the following are
 Cooperation is another fundamental skill that is used daily in class.   The suggestions for systematic handling of materials.
learners cooperate regularly through sharing equipment and participating
in games.  Cooperation is a visible signature of the department and is the 1. Monitor system – a leader is in charge of distributing and
foundation of teamwork and sportsmanship. collecting of needed equipment of the group or class.
 Appreciation for others means developing an understanding of others’ 2. Pass-it-on system – the front members in the column gets all the
strengths and weaknesses. It is important to remind the students to not be equipment but just passes them on the backward to the last on
competitive with their strengths, and to continually encourage each other file.
to put forth the effort to improve weaknesses. 3. Each-one-take-one system – arrange the class properly. Each
 Fair play is another integral aspect of sportsmanship.  The department pupil will walk in an orderly manner to a place in the room where
teaches the pupils how to follow rules and understand the importance of the needed equipment is placed, and will pick up his/her own
fair play. equipment.
 CLASSROOM MANAGEMENT STRATEGIES  Improve a student’s self-esteem
 Reinforce rules and values you want to see
 Model ideal behavior. Make a habit of
demonstrating behavior you want to see,  Use non-verbal communication. Complement words with actions and visual aids
as many studies show that to improve content delivery, helping students focus and process lessons.
modeling effectively teaches students how to
act in different situations. A straightforward  Give tangible rewards. Reward specific students at the end of each lesson, in
way to model certain behaviors is holding a front of the class, as another motivational and behavior-reinforcement technique
mock conversation with an admin, other
teacher or student helper in front of the class.  Make positive letters and phone calls. Keep students happy in and out of class
by pleasantly surprising their parents, making positive phone calls and sending
 Let students help establish guidelines. Encourage all students to help you build complimentary letters home. When the occasion arises, from academic effort or
classroom rules, as you’ll generate more buy-in than just telling them what they’re behavioral progress, letting parents know has a trickle-down effect. They’ll
not allowed to do. At what points are phones okay and not okay? What are generally congratulate their kids; their kids will likely come to class eager to earn
acceptable noise levels during lessons? This may seem like you’re setting more positive feedback. This can also entice parents to grow more invested in a
yourself up for failure, but -- depending on the makeup of you class -- you may be child’s learning, opening the door to at-home lessons. Such lessons are a
shocked at the strictness of some proposed rules. Regardless, having a mainstay element of culturally-responsive teaching.
discussion should lead to mutually-understood and -respected expectations.
 Build excitement for content. Start lessons by previewing particularly-exciting
parts, hooking student interest from the get-go. As the bell rings and students
 Document rules. Don’t let your mutually-respected guidelines go forgotten.
settle, go through an agenda of the day’s highlights. These could include group
Similar to handing out a syllabus, print and distribute the list of rules that the class
tasks, engaging bits of content and anything else to pique curiosity.
discussion generated. Then, go through the list with your students. Doing this
emphasizes the fact that you respect their ideas and intend to adhere to them.
And when a student breaks a rule, it’ll be easy for you to point to this document. If  Offer different types of free study time. Provide a
you’re feeling creative, you can include the rule list in a student handbook with range of activities during free study time to appeal to
important dates, events and curriculum information. students who struggle to process content in silence,
individually. You can do this by dividing your class into
clearly-sectioned solo and team activities.
 Avoid punishing the class. Address isolated behaviour issues instead of
punishing an entire class, as the latter can hurt your relationships with students
 Assign open-ended projects. Encourage students to
who are on-task and thereby jeopardize other classroom management efforts.
tackle open-ended projects- projects that don’t demand a specific product -- to
Instead, call out specific students in a friendly manner.
allow them to demonstrate knowledge in ways that inherently suit them. This
starts by giving the class a list of broad project ideas, asking each student to
 Encourage initiative. Promote growth mind-set, and inject variety into your
choose one. Be sure to provide a rubric for each project that clearly defines
lessons, by allowing students to work ahead and deliver short presentations to
expectations.
share take-away points. Almost inevitably, you’ll have some eager learners in
your classroom. You can simply ask them if they’d like to get ahead from time-to-
 Give only two marks for informal assessments.
time.
Recall a time you saw a big “F” in red ink on your
work. You were probably too upset to review mistakes
 Offer praise. Praise students for jobs well done, as doing
and feedback, and so are your students when they
so improves academic and behavioural performance,
see the same. So, consider avoiding standard marks
according to a recent research review and study. When it is
on informal and formative assessments. Instead, just
sincere and references specific examples of effort or
state if a student did or did not meet expectations.
accomplishment, praise can:
Then, provide struggling students with a clear path to
 Inspire the class
 improve. For example, pair classmates who didn’t meet expectations with those 5. Have the skill applied now in complex situation as in games, rhythmic
who did, giving them a review and practice activity. When strugglers are confident activities, etc.
they understand key concepts, encourage them to tell you. Provide a new 6. Encourage the students, praise honest efforts and avoid drudgery.
assessment, allowing them to prove their competency.
Story Plays:
1. Help students work out and adapt story plays based on stories and incidents
METHODS OF CONDUCTING ACTIVITIES
familiar to them.
2. Try to have the students portray the story vividly.
1. Formal method. Certain activities require that the class be organized in a rigid
3. Allow the students to suggest movements or actions.
and military manner. This is especially true with the response-to-command
4. Emphasize the vigorous action of the whole body with large and free
style where the teacher gives precise directions. This style is usually done in
movements.
teaching and conducting exercises and in marching.
5. Relate the story to all phases of school work.
2. Semi-formal method. The pupils are permitted to practice the activities which
6. Use no formal commands.
have assigned to them without waiting for the command of the teacher for
them to execute or perform the movement.
3. Informal or natural method. The pupils take part in setting the objectives to Steps in teaching New Group Games:
be worked for, putting the skills that are learned into use in real situation, and 1. Put the class into formation.
evaluating the achieved outcomes. This method is most commonly used in 2. Introduce and motivate the game.
conducting group games and rhythmic activities. 3. Explain the games clearly in the fewest words possible
4. Demonstrate or have a trial game.
5. Ask questions to clear up hazy points, if any.
THE TECHNIQUE OF TEACHING PHYSICAL EDUCATION AND 6. Play the game.
HEALTH
Practical Hints:
The following standards must be observed by the teacher in the selection of
technique.  Know the game thoroughly before attempting to teach it.
1. The technique must be selected according to the nature of the subject matter.  Prepare the materials or equipment needed.
2. The technique should be selected to the nature and maturity of the pupils or of  Never attempt to teach anything until quiet and attention are absolute.
the class.  If an activity is going badly, stop it, iron out the difficulty or problems
3. The technique should be selected on the basis of the ability and training of the and start again.
teacher who would employ it.  Keep things moving for the entire play period, never allowing the class
4. The technique should be selected according to the time allotted to the subject. to lag. If enthusiasm dies and players get cool it will take time to get
5. The technique should be selected on the basis of its direct effect upon some them interested again.
 Maintain discipline and always insist on fair play. Enforce the rules.
essential phase of the learner’s learning performance.
SAFETY PROCEDURES
SPECIFIC TEACHING SUGGESTIONS AND PROCEDURES IN 1. Tennis shoes or rubber shoes are advisable to be worn.
PHYSICAL EDUCATION 2. A sufficiently large area is recommended so that the children can be away
Developing Skills: from walls or furniture.
3. Mats should be used whenever possible. A grassy lawn can be good
1. Know the skill to be taught and the standards of performance.
substitute.
2. Have the skill demonstrated to the class. A skillful performer from among the
4. The play area should be safe from hazards.
students who has been previously coached may demonstrate instead of the
teacher doing it.
3. Give time and space for practice of the new skill. SUGGESTIONS FOR TEACHING AND CONDUCTING EXERCISES
4. Evaluate the achievement made considering individual progress 1. Study and practice the exercise before teaching it to the class. Be prepared to
commensurate to his ability. demonstrate it accurately when necessary.
2. Put class into formation before starting the exercise. ______3. The teacher assigns tasks to pupils and permitted to practice the
3. In teaching an exercise, have the class respond to commands, then by counts. activities without waiting for the command for them to execute or perform the
This is the time to correct wrong execution of the command and is a test on the movement.
ability to respond properly.
4. Observe the class at different angles. Insist on good posture and good II. Enumeration
performance.
Give at least 7 Classroom Management Strategies
IMPORTANT POINTS TO CONSIDER IN CREATING EXERCISES
1. 5.
1. Have in mind the developmental needs of the children.
2. Observe progression of exercises. Start with easy movement and gradually 2. 6.
have more complicated ones. 3. 7.
3. Have an exercise or combination in 16 to 32 counts.
4. Variety of movements or combinations may add interest and will also involve 4.
more muscles.
5. Observe symmetry and unity in creating exercises for different groups WAYS TO KEEP YOUR CLASS INTERESTING
1. INCORPORATE MYSTERY INTO YOUR LESSONS. Learning may be the most
HOW TO TEACH CONDUCT SINGING GAMES fun for your students when they don't know what to expect. Try to incorporate a
1. The song for a singing game may be taught sense of surprise and mystery into your lessons. When you're about to unveil a
during music period. new lesson, give students a new clue each day until the last day before the start of
the lesson. This is a fun way to make your lesson mysterious, and you may find
2. Have the children express what the music means
that your students are actually looking forward to finding out what they'll be
to them by clapping or any bodily movement. learning about the next.
3. Encourage originality in interpretation and let the 2. DON'T REPEAT CLASSROOM MATERIAL. It's appropriate and essential to
children suggest appropriate actions. review classroom material, but try not to repeat it verbatim because this can make
4. Encourage individual suggestions, have the class it less interesting for students. The next time you need to review material, try
select movements most appropriate to the grade. playing a review game during which you present the information in a way that's
Pupils may be guided in a way that the game will different from the first time you taught the students. The 3-2-1 strategy is a fun way
take form as a direction indicate. to review and not repeat material. For this activity, students draw a pyramid in their
5. Necessary skills should practice to gain enjoyment and satisfaction as a result notebooks and write down three things they learned, two things they thought were
of correct performance. interesting, and one question, and one question they still have.
6. Freedom of movement should be stressed at all time. 3. CREATE CLASSROOM GAME. Whether you're 5 or 25, playing a game can
be fun. Games are also a great way to keep lessons interesting. If your students
need to remember their spelling words, conduct a spelling bee—a contest in which
participants are eliminated when they misspell a word. Or if the students need to
LEARNING TASK! practice math, have a math bee, which is similar to a spelling bee, but with math
problems or facts instead of spelling words. Games make learning fun, and games
I. Matching Type in class are a prescription for happy kids.

______1. Teachers make use of group games and A. Formal Method 4. GIVE YOUR STUDENTS CHOICES. One strategy that teachers have found to
rhythmic activities and pupils pupils take part in setting be effective is offering their students the ability to make their own choices when it
the objectives to be worked for. B. Semi- Formal comes to learning. Choice can be a powerful motivator because it helps to foster
______2. The teacher gives activities in precise student interest and independence. The next time you're planning an activity, try
C. Informal
directions and organized manner. making a choice board. Print out a tic-tac-toe board and write down nine different
tasks for students to complete. The goal is for each student to choose three tasks outside the box and plan a lesson that's completely out of the ordinary. Invite a
in a row. guest speaker, go on a field trip, or take learning outdoors. When you try
5. USE TECHNOLOGY. Technology is a great way to keep your lessons something new and different, there's a good chance that your students will
interesting. Children love electronics, so try incorporating it into your overall respond positively. When planning a lesson, try collaborating with another teacher
teaching strategy. Instead of standing in front of the room and lecturing, try using a or taking your students on a virtual field trip. Learning that engages students is the
Smartboard interactive display. Expand your cooperative learning activity lessons most effective. Your students will find it more interesting to learn when you present
by connecting to a classroom in another city or country via videoconferencing. Use the material to them in a variety of creative ways.
technology in a variety of ways, and you'll see the interest level in your classroom ACTIVITY
increase by leaps and bounds. 1. Why PE class schedule is best to conduct near the middle of the morning
6. DON'T TAKE TEACHING SO SERIOUSLY. Being an effective teacher is an or afternoon? During this new normal, does it necessary to follow time scheduling
important job, but that doesn't mean that you have to remain serious in class at all for PE subject’s activities? (5pts)
times. Try to loosen up a bit and acknowledge that your students may have
different interests and learning styles than your own. It's OK to laugh at yourself at
times and to have some fun. You may find that your students are more interested ___________________________________________________________
when you're a little more relaxed. ______________________________________________________________
7. MAKE YOUR LESSONS INTERACTIVE. In a traditional classroom, the teacher ______________________________________________________________
stands in front of the room and lectures to the students as the students listen and ______________________________________________________________
take notes. Unfortunately, this is not the most effective way to hold students' ______________________________________________________________
interest. ______________________________________________________________
8. RELATE MATERIAL TO YOUR STUDENTS' LIVES. Try to create a real-world ______________________________________________________________
connection to what your students are learning. This will give them a better ______________________________________________________________
understanding of why they need to learn what you're teaching. If they're constantly ______________________________________________________________
asking you why they need to learn something and you're always answering with ______________________________________________________________
“because,” you will soon lose credibility. Instead, try giving them a real answer ______________________________________________________________
such as, "You're learning about money because in the real world, you'll need to ______________________________________________________________
know how to buy food and pay your bills." By giving a straightforward answer, _________________________________________________________
you're helping them make a connection between what they're learning in class and 2. Assuming that you are in the actual field of teaching and one of your pupils is
how they'll use this information in the future. physically handicap and could hardly participate in your physical activities.
9. FLIP YOUR LESSONS. The flipped classroom has been gaining in popularity How will you make him or her not to feel outcast during class activities
since the term "flipped" entered the broader considering we are in new normal and activities are online? (5pts)
education world in 2012. When it was first presented, ___________________________________________________________
the idea that students could learn new information at ______________________________________________________________
home and then come to school and use class time for ______________________________________________________________
critical thinking activities and reinforcement of ______________________________________________________________
concepts was unique. However, many teachers are ______________________________________________________________
using this strategy and achieving positive results. ______________________________________________________________
Students in a flipped classroom are able to work at ______________________________________________________________
their own pace (which is great for differentiated ______________________________________________________________
learning) and engage with their peers in a more ______________________________________________________________
interactive, meaningful way when they're in the ______________________________________________________________
classroom. Try using the flipped teaching strategy for ______________________________________________________________
your next lesson and observe the depth of your ______________________________________________________________
students' engagement. __________________________________________________________.
10. THINK OUTSIDE THE BOX. Lesson plans don't have to include worksheets or
lectures during which students sit and take notes time and again. Try thinking
 Teaching Physical
Education & Health in
Elementary Grade

Name: _____________________________________
Course/Major/Section: _______________________

NORILYN M. ADUCAL, LPT