MODULE I

OBJECTIVES, SCOPE, AND SEQUENCE OF PE AND

HEALTH EDUCATION

Lesson 1 Objectives of Physical Education

Lesson 2 Objectives of Health Education
Lesson 3 Scope and Sequence of PE and Health Education
Lesson 4 Modifications in the New Curriculum
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MODULE I
OBJECTIVES, SCOPE, AND SEQUENCE OF PE AND HEALTH EDUCATION

 INTRODUCTION

This module delineates the main objectives, scope, and sequencing of

Physical Education (PE) and Health Education within the basic education
curriculum as outlined by the Department of Education K to 12 programs,
specifically for the elementary grades. This also emphasizes the modifications
from the 2013 K to 12 curricula to the latest MATATAG curriculum
enhancement.

OBJECTIVES

After studying the module, you should be able to:

1. Identify the objectives of physical and health education

2. Reflect on how these objectives can be attained
3. Discuss and explain the scope and sequence of topics from first to
sixth grades.

 DIRECTIONS/ MODULE ORGANIZER

The module has four lessons. Thoroughly examine each lesson, then
complete the exercises to assess your level of benefit. Complete these
activities methodically and submit your results to your teacher or the College
of Education office.
Should you have trouble, contact the instructor/tutor in charge. If not,
you may reach out to your instructor/tutor at the campus.

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Lesson 1

 Objectives of Physical Education

Physical Education

Physical education has undergone several adjustments and various shifts in

focus in Philippine institutions. Previously, it was seen as the cultivation of
the physical body; hence, a well-developed physique was deemed indicative
of physical education. Exercises used terminology such as "drill," "physical
training," and "calisthenics." This antiquated notion of physical education
currently signifies the enhancement of muscular strength.

PE’s Changing Landscape

The contemporary notion of physical education is that it constitutes education

through physical exercises. In contemporary physical education terminology,
it is education by "movement." Green as cited by Capel and Blair (2020), aside
from movement, the domain has a long history justifying its existence on
essentially academic curriculum. Numerous alternatives and modifications
were proposed to substantiate that this also serves a social role. Capel and
Blair (2020), referenced on page 19, underscored the extensive social function
of physical education, which spans several areas of learning.

“Against the backdrop of the long-standing vulnerability of PE as a

school subject, studies have suggested that, historically, claims for
the value of PE [in personal as well as social terms] have been ‘made
in four broad domains: physical, social, affective and cognitive.”

This idea was also supported by the International Association for Physical
Education in Higher Education which also conceives of PE as:

“…that which concerns the physical, affective, social, and cognitive

development of young people.” (p. 19)

Burrows et al. (2020) assert that the dilemma pertains to significant and
complex questions about the value and rationale of curricular decisions, while
also possessing a more personal dimension. They said that it is challenging to
instruct and sustain even a semblance of excitement for a topic if one is not
completely certain of its significance. In their research, physical education

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has been seen as a means to improve student fitness or cultivate motor skills
for prospective participation in sports.

Additionally, they found that physical education has been used to tackle
public health initiatives, including reducing obesity rates and enhancing
student well-being.

Research by MacPhail and Lawson (2020) posits that movement produces

sensory information. It broadens the perceptual range. It improves the
functionality and architecture of all physiological organs. It is the process by
which an individual attains self-awareness concerning their surroundings.

Moreover, education through movement involves using culturally significant

activities and processes—such as games, dance, gymnastics, physical sports,
and outdoor activities—as a means for educators to promote positive results,
regardless of the intrinsic worth of such activities.

The Integrative Functions of PE

Physical education serves three functions: biological, integrative, and social.

Biologic function pertains to enriching an individual's growth and development
by physical activity. The integrative function pertains to the synthesis of
personality attained by engagement in well-chosen physical education
activities. The informal activities provide relaxation and alleviation of stress,
promote socializing, and enhance individual cognitive development. The
social function entails conveying values and standards that align with the
needs and goals of society.

In summary, physical education, defined as education "through movement,"

is best understood as a component of the educational process that seeks to
improve and integrate the physical, intellectual, social, and emotional
dimensions of a developing individual primarily through carefully chosen and
guided physical activities.

PE in the K to 12 Curriculum

The K to 12 Physical Education (PE) Curriculum in the Philippines has

undergone a significant transformation, shifting its focus from a primarily
sports-oriented approach to a comprehensive framework that emphasizes
"fitness and movement education." This paradigm shift recognizes the crucial
role of physical activity in overall health and well-being, moving beyond

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athletic achievement to prioritize the development of health-related fitness

(HRF) in learners. In its philosophy, it was stated:

“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.” (p. 2)

The K to 12 PE curriculum aims to not only equip students with the knowledge
and skills necessary to achieve and maintain HRF but also to foster an
understanding of the importance of HRF and how to translate this knowledge
into practical action. Therefore, as added to the philosophy, one crucial skill
is important:

“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.” (p. 2)

This necessitates the development of self-management skills, encouraging

students to take ownership of their health and engage in regular physical
activity.

Figure 1. K to12 PE framework (DepEd, 2013)

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Furthermore, the curriculum acknowledges the interconnectedness of

individual health with the broader social and environmental contexts,
emphasizing the influence of family, school, community, and societal factors
on physical activity behaviors. This holistic approach to PE aims to cultivate
a lifelong appreciation for physical activity and its contribution to a healthy
and fulfilling life (see Figure 1).

Similar to the early PE notion, this curricular orientation is a paradigm shift

from the previous sports-dominated PE curriculum aimed at athletic
achievement. As stated,

“Move to learn is the context of physical activity as the means for

learning, while Learn to move embodies the learning of skills, 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.” (p. 2)

PE Learning Outcomes

The K to 12 Physical Education (PE) Curriculum aims to cultivate in students

the knowledge, skills, and values necessary for a lifetime of physical activity.
It emphasizes the development of essential movement skills and encourages
habitual physical activity participation for improved fitness and overall well-
being. As directly stated in the curriculum guide:

“The K to 12 PE Curriculum develops the student’s skills in accessing,

synthesizing, and evaluating information, making informed decisions,
and enhancing and advocating their own and others’ fitness and
health. The knowledge, understanding, and skills underpin the
competence, confidence, and commitment required of all students to
live an active life for fitness and health.” (p. 2)

Accessing denotes the capacity to identify and collect pertinent knowledge

from diverse sources, including books, articles, internet resources, and
personal experiences. Synthesizing entails amalgamating and integrating
knowledge from many sources to create a cohesive understanding of a subject
or situation. Finally, evaluation involves rigorously assessing information to
ascertain its correctness, reliability, and significance.

Later, the students are expected to learn the process of understanding and
applying movement concepts and strategies while also appreciating the

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social, emotional, and cognitive benefits of physical activity. This curriculum

fosters a lifelong love of movement and equips students with the confidence
and competence to make informed choices about their physical activity
levels, contributing to a healthier and more active lifestyle.

 LEARNING ACTIVITY

A. Instructions: Categorize the following descriptions under the correct

function of Physical Education. Write Biological, Integrative, or Social in
the space provided.

_______________1. PE helps in physical growth and development through

movement and exercise.
_______________2. PE teaches values and societal norms through
sportsmanship and teamwork.
_______________3. PE enhances self-awareness and stress management
through relaxation activities.
_______________4. PE activities encourages participation in recreational
activities for mental and emotional well-being.
_______________5. The activities involved in PE strengthens social
connections through physical activities like team sports
and group exercises.

B. Instructions: Answer the following questions briefly (in 3-5 sentences

each).
1. How does the contemporary understanding of physical education as
"education by movement" differ from traditional views?

2. Do you agree with the assertion that physical education is crucial for the
"affective" and "cognitive" development of students? Explain your
reasoning.

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Lesson 2

 Objectives of Health Education

Health Education

Health Education is the last domain of the MAPEH subject in the Philippine
Education system. It focuses on equipping students with the knowledge, skills,
and values necessary to live healthy and fulfilling lives.

Key aspects of Health Education include educating students about nutrition,

hygiene, exercise, and disease prevention. It emphasizes the importance of
making healthy choices in all aspects of life, such as diet, physical activity,
and substance use. According to Jongko et al. (2024), students also learned
essential life skills related to health issues, such as decision-making, problem-
solving, communication, and critical thinking.

Figure 2. K to 12 Health Education conceptual framework (DepEd, 2013)

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Moreover, the K to 12 curriculum covers various health topics such as

communicable and non-communicable diseases, mental health, reproductive
health, and environmental health. Thereby encouraging learners to become
health advocates and to actively participate in health promotion activities
within their schools and communities.

Health Education’s Early Influences

Traditional Filipino communities possessed a strong understanding of herbal

medicine, traditional healing practices, and preventive health measures
passed down through generations (Rebuya et al. 2020). According to Hui et
al. (2021), the introduction of Western medicine brought about changes in
health practices in the Spanish Colonial Period. However, health education
during this period was primarily focused on disease prevention and control,
often driven by religious and moral concerns. Moreover, the American
educational system brought significant changes, emphasizing hygiene,
sanitation, and the prevention of infectious diseases. Health education
became more formalized, with a focus on public health campaigns and the
promotion of healthy habits.

Health education continued to evolve, incorporating contemporary health

issues such as nutrition, mental health, and substance abuse. Furthermore,
the integration of Health Education within the MAPEH subject area in the
Philippine education system provided a more holistic approach to student
well-being.

Its Aims

The K to 12 Health curriculum in the Philippines plays a vital role in fostering

lifelong health and well-being among Filipino learners. As stated in the
curriculum framework for Health Education:

“The K to 12 Health curriculum aims to assist the Filipino learner in

attaining, sustaining, and promoting lifelong health and wellness. The
learning experience through the program provides opportunities for
the development of health literacy competencies among students and
to enhance their overall well-being.” (p. 2)

In addition, this holistic approach aims to empower learners to make informed

decisions about their health, prevent and control diseases, reduce health
risks, and ultimately contribute to the improvement of personal, family,
community, and global health. Continued in the framework, it is stated:

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“This focuses on the physical, mental, emotional, as well as the social,

moral, and spiritual dimensions of holistic health. It enables the
learners to acquire essential knowledge, attitudes, and skills that are
necessary to promote good nutrition; prevent and control diseases;
prevent substance misuse and abuse; reduce health-related risk
behaviors; to prevent and control injuries with the end-view of
maintaining and improving personal, family, community, as well as
global health.” (p. 2)

 LEARNING ACTIVITY

A. Instruction: Match the statements in Column A with the correct health

education objective in Column B.

Column A Column B
____1. Teaching students about nutrition, A. Health Literacy
hygiene, and disease prevention.
____2. Equipping students with decision- B. Lifelong Wellness
making and problem-solving skills
related to health.
____3. Encouraging students to become C. Health Promotion
health advocates in their
communities.
____4. Addressing physical, mental, D. Holistic Health
emotional, and social well-being.
____5. Empowering individuals to make E. Disease Prevention
informed health choices to reduce
risks.

B. Instruction: Answer the following questions based from the module

readings.
1. How do you think does the concepts of health literacy and life skills
development intersect within the Health Education domain?

2. How does the K to 12 Health curriculum address the unique health needs
and challenges of elementary in the Philippines?

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Lesson

 Scope and Sequence of PE and Health

Education

Physical Education Scope and Sequence

The Physical Education (PE) program outlined here encompasses five key
learning strands, each contributing significantly to the holistic development
of students. These strands cover a wide range of movement experiences, from
fundamental motor skills and body management to the appreciation of diverse
dance forms and the development of physical fitness.

Table 1. Key stage 1 integrative and inclusive PE context

Key stage 1, or the early childhood (Kindergarten - Grade 3) level focuses on

developing fundamental movement skills, exploring various movement forms,
and fostering a love for physical activity. While, middle childhood (Grades 4-
6) builds upon foundational skills, introduces more complex movement
patterns, and emphasizes fitness concepts and healthy habits.

Through these strands, students will gain a comprehensive understanding of

movement principles, develop essential skills, and cultivate a lifelong love of
physical activity and healthy living.

Tables 1 and 2 show the general scope and strand along key stages and how
they are sequenced in each quarter.

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Table 2. Key Stage 2 health-and-skill-focused sequence

Its fundamental movement skills focus on locomotor (walking, running,

jumping, hopping, skipping, galloping), non-locomotor (bending, twisting,
stretching, turning, swaying), and manipulative (throwing, catching, kicking,
striking). On the other hand, fitness concepts center on cardiovascular
endurance, muscular strength and endurance, flexibility, and body
composition.

In simplest form when we teach these concepts to the elementary level, we

use to describe each movement in its simplest and most understandable way
that every child would picture and follow.

Table 3. Describing the fundamental skills and fitness concepts

Fundamental Examples Description
skills
Locomotor Walking taking alternating steps with your feet
Running walking fast, with your feet not
touching the ground for a short time
Jumping pushing off the ground with your feet
and go up in the air
Hopping like jumping, but you only use one foot
Skipping like walking and hopping at the same
time
Galloping like a horse running, one foot leads
the way
Non-locomotor Bending folding your body down
Skills Twisting turning your body around but still both
feet on the ground
Stretching you make your body long by extending
it upward or sideward
Turning spinning around

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Swaying gently rocking back and forth

Manipulative Throwing using your hand to send something
Skills through the air
Catching using your hands to stop something
that is moving through the air
Kicking using your foot to hit something
Striking hitting something with a tool, like a
bat or a racket
Fitness Cardiovascular like running for a long time without
Concepts Endurance getting too tired. It makes your heart
strong
In explaining these concepts, we use
simple examples like "running around
the playground" or "playing tag."
Muscular Strength is how strong your muscles
Strength and are.
Endurance: Endurance is how long your muscles
can keep working.
Use examples like "doing push-ups" or
"lifting weights" (using light objects
like water bottles
Flexibility Flexibility is how far you can bend and
stretch your body."
Use examples like "touching your toes"
or "doing yoga poses”.
Body Body composition is how much of your
Composition body is made up of muscles, bones,
and fat.
This concept is more complex for
young children. You can introduce it
simply by explaining that eating
healthy foods and exercising helps us
have a healthy body.

In the K-12 PE curriculum framework, each skills are introduced and refined
gradually, building upon previously learned concepts. Moreover, the activities
are chosen based on the developmental level and interests of the students
(Ong, 2024). Moreover, the PE concepts are integrated with other subjects
like Mathematics when discussing topics such as measurement, and data
analysis, Sciences like anatomy topics, and Music when teaching about rhythm
and expression.

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Table 4. Time allotment for PE and Health Education

The Philippine K-12 curriculum recommends a 40-minute time allotment for

Physical Education (PE) classes per week for elementary students (Grades 1-
6) (DepEd, 2013). This dedicated time is essential for students to acquire
fundamental movement skills, improve physical fitness, and develop healthy
habits. While this is the recommended time, the actual implementation may
vary depending on the school's specific schedule and any curricular
adjustments.

Health Education Scope and Sequence

Similar to the PE sequence, Health Education topics are also spiraling in

design. Moreover, as to its content, it emphasizes the development of positive
health attitudes and relevant skills to achieve a good quality of living. Thus,
the focus on skills development is explicitly demonstrated in the primary
grade levels.

Meanwhile, a comprehensive body of knowledge is provided at the upper-year

levels to serve as a foundation for developing desirable health attitudes,
habits, and practices.

The Philippines' K to 12 Health Education curriculum is designed to equip students

with the knowledge, skills, and values necessary for lifelong health and well-being.
Similar to PE key stage 1 (Kindergarten-Grade 3), it focuses on the basics, such as
health habits like handwashing, healthy eating, and personal hygiene. It also
introduces concepts of safety and social-emotional well-being. When they reach
Grades 4-6, the topics start building upon foundational knowledge, such as
communicable diseases, injury prevention, and the importance of physical activity
and nutrition.

Concepts are introduced and expanded upon gradually, building upon prior
knowledge. Moreover, according to Ong (2024), the topics are presented in a manner
that is appropriate for the age and developmental level of the students.

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Table 4. Sequence of focus in Health Education across elementary levels (DepEd,

2013)

Figure 3. Sequence of focus in Health Education across elementary levels (DepEd,

2013)

In the K-12 curriculum guide, contents are defined and discussed as follows:

Table 5. Health Content Areas (DepEd, 2013)

Content Description
Injury Prevention, Discusses the causes, costs, and prevention of accidents
Safety and First Aid and injuries while performing various activities at home,
in school or in the community. Prevention can be done
through the promotion of safe environments, the
development of safety programs, procedures and
services, which includes first aid education and disaster
preparedness programs.
Community and Situates the learner as an integral part of the community
Environmental and the environment, with a great responsibility of
Health protecting the environment, with the support of
individual and community actions and legislation
promoting a standard of health, hygiene and safety in
food and water supply, waste management, pollution

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control, pest control, as well as the delivery of primary

health care.
Consumer Health Focuses on the application of consumer knowledge and
skills in the effective evaluation, selection and use of
health information, products, and services.
Family Health Covers information on the human life cycle and also on
family dynamics that influence an individual’s
development of ideals, values and standards of behavior
with regard to sexuality and responsible parenthood.
Growth and Emphasizes developmental milestones and health
Development concerns during puberty and adolescence with focus on
personal health and the development of self-management
skills to cope with life’s changes.
Nutrition Addresses the importance of eating healthy and
establishing good eating habits especially for children and
adolescents as a way to enhance health and prevent
diseases.
Personal Health Comprises personal health habits and practices that
promote physical, mental, social, emotional, and moral-
spiritual health and prevent or manage personal health
issues and concerns.
Prevention and Involves the prevention and control of both communicable
Control of Diseases and non-communicable diseases and disorders through
and Disorders the development of health habits and practices and the
adoption of health programs supported by legislation with
provisions on school and community health services.
Substance Use and Highlights the prevention and control of the use, misuse,
Abuse and abuse of substances and drugs by providing
comprehensive information on the nature of abused
substances, the negative impact of substance abuse on
the individual, family and society in general; and the
importance of learning and using resistance skills to
protect oneself from drug risk-taking behaviors.

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 LEARNING ACTIVITY

Let’s Research

Instructions: Research about the Characteristics of PE and Health

Curriculum. Then, answer the following questions:

1. What are the notable characteristics of PE curriculum?

2. How about the Health Education curriculum?
3. Compare and contrast the PE and Health Education curriculum?
4. Share your experiences along these curricula. Do you find them
challenging? Why?

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Lesson 4

 Modifications in the New Curriculum

The Matatag Curriculum

The New Matatag Curriculum in the Philippines has undergone revisions,

particularly in the integration of Physical Education (PE) and Health. This
merger is based on the understanding that these two subjects are deeply
interconnected and that a holistic approach to wellness is crucial for students
to cultivate healthy habits and lifestyles. Moreover, based on the pilot testing
primer, this reflects a holistic approach to wellness that is a global trend
nowadays in curriculum integration (DepEd 2024).

The new curriculum aims to provide a more comprehensive and integrated

approach to student well-being by combining PE and Health domains. This
curriculum recognizes that physical activity not only improves physical health
but also positively impacts mental and emotional well-being. Similarly,
understanding health concepts and practices promotes informed decision-
making regarding physical activity choices and overall lifestyle habits.

Figure 4. The curriculum framework of the Physical Education and Health

Curriculum (DepEd, 2023)

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This integrated approach allows for a more seamless and relevant learning
experience. Students can connect their understanding of health concepts to
their physical activity experiences, fostering a deeper appreciation for the
importance of both in their lives. Moreover, it emphasizes the development
of lifelong healthy habits, such as regular physical activity, healthy eating,
and stress management, which are essential for overall well-being and success
in all aspects of life.

The Philippine education system aligns itself with international best practices
in health education and aims to equip students with the knowledge, skills,
and attitudes necessary to lead healthy and fulfilling lives.

 LEARNING ACTIVITY

Instructions: Define the following terms and concepts used in the New
Matatag PE and Health Curriculum. Cite the references you have used
using APA 7th or Chigago.

1. Physical Activity
2. Movement Competency
3. Personal Health
4. Social and Community Health
5. Physical Literacy
6. Health Literacy

 MODULE SUMMARY

In this module, you explored the fundamental aspects of Physical

Education (PE) and Health education. We learned about the overarching
objectives of PE, focusing on how it aims to develop our physical fitness,
motor skills, and overall well-being through engaging in various physical
activities. We also delved into the objectives of Health education,
understanding its crucial role in promoting healthy lifestyles, preventing
diseases, and cultivating positive health behaviors.

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Furthermore, we gained insights into the scope and sequence of PE and

Health education, recognizing how these subjects are progressively taught
across different grade levels, building upon foundational knowledge and
skills. We also examined the modifications introduced in the New Curriculum,
highlighting how it aims to enhance the learning experience by incorporating
contemporary approaches, addressing modern health challenges, and
fostering a holistic understanding of wellness.

Remember that the K-12 curriculum laid a strong foundation for PE and
Health education in the Philippines, emphasizing the importance of physical
activity and health literacy. However, the Matatag Curriculum builds upon
this foundation with several key enhancements. It integrates PE and Health
more seamlessly, recognizing their interconnectedness. The curriculum also
incorporates contemporary health concerns, such as mental health and well-
being, and emphasizes the development of lifelong healthy habits. By focusing
on a holistic approach to wellness, the Matatag Curriculum aims to equip
students with the knowledge and skills they need to thrive in the 21st century.

Congratulations! You have just studied Module I. You are ready to

evaluate how much you have benefited from your reading by answering the
summative test. Good Luck!

 SUMMATIVE TEST

Identify what is being asked by writing the letter of the correct answer
on the space provided:

___1. What is the primary difference between the K-12 and Matatag
Curricula in terms of PE and Health?
a) The K-12 curriculum focuses solely on physical fitness, while the
Matatag Curriculum emphasizes cognitive development.
b) The Matatag Curriculum integrates PE and Health more
seamlessly, promoting a holistic approach to wellness.
c) The K-12 curriculum is more rigorous, while the Matatag
Curriculum is more relaxed.
d) The Matatag Curriculum eliminates PE and Health as separate
subjects.

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___2. Which curriculum places greater emphasis on mental health and well-
being?
a) K-12 Curriculum
b) Matatag Curriculum
c) Both curricula equally emphasize mental health.
d) Neither curriculum addresses mental health.

____3. How does the Matatag Curriculum address contemporary health

challenges?
a) By ignoring them and focusing on traditional physical education.
b) By incorporating information on current health issues, such as
nutrition and technology use.
c) By solely focusing on infectious diseases.
d) By eliminating all health-related topics.

____4. What is the goal of both the K-12 and Matatag Curricula in terms of
physical activity?
a) To discourage physical activity.
b) To develop students' physical fitness and motor skills.
c) To force students to participate in competitive sports.
d) To prioritize academic achievement over physical well-being.

____5. Which curriculum is more likely to promote lifelong healthy habits?

a) K-12 Curriculum
b) Matatag Curriculum
c) Neither curriculum addresses healthy habits.
d) Both curricula equally promote healthy habits.

____6. What is the significance of integrating PE and Health in the Matatag

Curriculum?
a) It simplifies the curriculum and reduces teaching time.
b) It creates unnecessary confusion for students.
c) It recognizes the interconnectedness of physical activity and
overall health.
d) It has no significant impact on student learning.

____7. Does the Matatag Curriculum emphasize the development of

cognitive skills in addition to physical skills?
a) No, it solely focuses on physical fitness.
b) Yes, it integrates cognitive, psychomotor, and affective domains.
c) Only in higher grade levels.
d) It depends on the teacher's discretion.

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____8. How does the Matatag Curriculum aim to improve student learning?
a) By making learning more engaging and relevant to students' lives.
b) By increasing the amount of homework.
c) By focusing solely on standardized tests.
d) By eliminating all forms of assessment.

____9. Which curriculum is more likely to address the needs of diverse

learners?
a) K-12 Curriculum
b) Matatag Curriculum
c) Both curricula are equally inclusive.
d) Neither curriculum considers the needs of diverse learners.

____10. What is the ultimate goal of both the K-12 and Matatag Curricula
in terms of PE and Health?
a) To produce professional athletes.
b) To ensure that students pass standardized tests.
c) To equip students with the knowledge and skills for a healthy and
fulfilling life.
d) To make students physically fit for military service.

____11. In the early grades (1-3), which topics are typically introduced in
PE and Health?
a) Advanced weightlifting techniques
b) Complex dance routines
c) Fundamental movement skills like running, jumping, and throwing
d) Advanced nutrition concepts

____12. How does the scope of PE and Health typically progress from lower
to higher grades?
a) It becomes less challenging and more repetitive.
b) It remains the same throughout all grade levels.
c) It becomes more complex, introducing advanced skills and
concepts.
d) It focuses solely on competitive sports in higher grades.

____13. Which of the following is likely to be introduced in higher grades

(4-6)?
a) Basic concepts of nutrition and hygiene
b) Team sports and strategies
c) The importance of rest and sleep
d) All of the above

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____14. What is a key objective of Health Education?

a) To become a professional athlete
b) To learn how to perform advanced gymnastic routines
c) To develop healthy habits and make informed decisions about
health
d) To memorize all the parts of the human body

_____15. How can the objective of "developing physical fitness" be

attained?
a) By watching sports on television
b) By engaging in regular physical activity, such as running,
swimming, and playing sports
c) By eating junk food
d) By sleeping for 12 hours a day

 REFERENCES

Burrows, L., O’Sullivan, M., Halbert, G., & Scott, E. (2020). The aims and
outcomes challenge. Preparing physical education teacher educators
and teachers for the twenty-first century redesign imperatives and
accountability requirements. Chapter 2 in School Physical Education
and Teacher Education : Collaborative Redesign for the 21st Century.
Routledge.

Capel, S. & Blair, R. (2020). Debates in Physical Education. Routledge.

Department of Education (2013). K-12 Curriculum Guide in Health Education.

https://depedbohol.org/v2/wp-content/uploads/2016/03/Health-
CG_with-tagged-math-equipment.pdf

Department of Education (2013). K-12 Curriculum Guide in Physical

Education.
https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-CG.pdf

Department of Education (2023). MATATAG CURRICULUM. Physical Education

and Health Grades 4 & 7.
https://www.deped.gov.ph/wp-content/uploads/PE-and-HEALTH_CG-
2023_Grade-4-and-7.pdf

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Hui, P., Huang, Z., Lim, F. & Ong, D. (2021). Health Care in Metropolitan
Manila During the American Colonial Era: A History of the Management
of Infectious Diseases and Its Effects on the Practice of Chinese
Medicine (English Translation). Social Transformations Journal of the
Global South. 9 (2).
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Jongko, R., Sagayno, R., Olofernes, D. & Tebio, E. (2024). Music, Arts,
Physical Education and Health (MAPEH) Learning Objectives’ Level of
Attainment and Utilization of Learning Resources. British Journal of
Teacher Education and Pedagogy. 3(1).
https://doi.org/10.32996/bjtep.2024.3.1.3

MacPhail, A. & Lawson, H. (2020). School Physical Education and Teacher

Education : Collaborative Redesign for the 21st Century. Routledge.

Ong, D. (2024). Developmental tasks of intermediate pupils: input to an

instructional design in MAPEH. Diversitas Journal, 9(3).
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Rebuya, N., Lasarte, E. & Amador, M. (2020) Medical Pluralism, Traditional

Healing Practices, and the Partido Albularyo: Challenge in Inclusion.
Open Journal of Social Sciences, 8 (72-79).
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Module I