SAMPLE OR SUGGESTED CURRICULUM FOR THE BACHELOR OF PHYSICAL

EDUCATION (BPE) PROGRAM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE)

RATIONALE AND BACKGROUND

Based on the Guidelines for the Implementation of CMO 46 s 2012, this PSG
implements the “shift to learning competency-based standards/ outcomes-based education.” It
specifies the ‘core competencies’ expected of Bachelor of Physical Education graduates
“regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of
outcomes-based education and ... of the typology of HEIs,” this PSG also provides “ample
space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve
learning outcomes in their particular contexts and their respective missions.”

Physical Education (PE) is both a discipline and a profession. As a curricular discipline,

it promotes an understanding of the centrality of movement in daily life, in all its forms---from
meeting functional requirements, providing opportunities for social interaction, analyzing the
influence of contexts to one’s well-being, to acknowledging physical activity and sports
participation as significant cultural and health practices. It contributes to the formation of
constructive behaviors for managing the stress of academic and work demands; providing the
necessary ‘break’ from sedentary activities in the classroom and workplace; and developing
school loyalty and nationalism through the sporting culture, which in turn significantly shapes an
individual’s identity.

PE is therefore, dominated by movement and fitness education content, and aimed at

the physical literacy and physical activity dispositions of all learners from the basic to the tertiary
education levels. Physical literacy serves as the foundation for confident, enjoyable and
sustained participation in a wide range of physical activities. Building on this foundation, PE
seeks to be health-optimizing in the way it supports the learners in accessing, evaluating and
making informed decisions about their own and others’ health, safety and well-being. Thus, it
empowers learners to be reflective, self-regulated and self-directed throughout their lives.

PE achieves this through a coherent and cohesive program of (1) instruction (e.g.
curricular/credit courses); (2) recreational physical activities for the enthusiast (e.g. exercise,
sports, dance, adventure) pursued outside of the class as well as off-campus and (3)
competitive and organized sports (e.g. intramurals, extramurals, high-level or elite
performance), to ensure that there is a seamless pathway for developing physical literacy and
physical activity habits. The PE Program thus, provides for multiple and a variety of engagement
and means of representation, action, and expression to ascertain that opportunities are inclusive
of all contexts and learners.

By its very nature, PE is inclusive, offering a broad spectrum of physical activities

suitable to all individuals of all abilities and ages, because every person has a right to be
healthy. It is a process that is developmentally appropriate in the way it engages participants
based on their growth and maturation characteristics, as well as their changing activity patterns.
It is a collaborative experience based on a common set of understanding of what physical
activity is all about and on this basis, brings individuals, groups and communities together.
Finally, it is a lifelong process as it empowers and challenges the participant to take
responsibility for their own ability to lead active lifestyles for healthier lives, and to positively
influence others.

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 PE, more than any other subject in the curriculum, is much more direct. It is a subject
that is directly applicable and relevant to a learner’s life in school, after-school and beyond
schooling. When the learner independently engages in physical activities because he
understands the benefits of caring for and nurturing one’s health, he gains self-mastery. This
self-mastery which is accompanied by self-confidence enables the learner to become more
socially involved. This is not to say that individuals who are incapable of exercise or physical
activities are deprived of living a full life, rather, those who are physically fit and healthy are
more disposed to living a life of service for others.

PE, in recognizing this fundamental humanity of all, serves therefore as an important

scaffold to the goal of producing “graduates imbued with values reflective of a humanist
orientation, [who are equipped to] think through the ethical and social implications of a given
course of action and are competent to learn continuously throughout life.” Thus, the Filipino
learner who is fully cognizant of his role in the life of the nation and the larger community, will be
able to live meaningfully in a complex, rapidly changing and globalized world by actively
engaging himself in his community and the nation’s development issues and concerns.

In cognizance of the nature of PE as a discipline, the profession is constitutive of a deep,

broad and integrated base of knowledge and skills in content, pedagogy, assessments and
leadership in educational and non-educational settings (e.g. fitness industry, corporate settings,
recreational and competitive sports settings). This shall be drawn from the varying fields of
kinesiology, sports and exercise science, psychology, business, education, and philosophy.

GENERAL PROVISIONS

This PSGs reflect the reform towards outcomes-based education and are based on the
previous CMO 23, Series of 2011 PSGs on the Bachelor of Physical Education major in School
PE (BPE-SPE) and major in Sports and Wellness Management (BPE-SWM) Programs. Albeit
the K to 12 reform is not reflected, specifically in terms of the number of years required for
completion of the degree, as well as the New General Education curriculum (CMO No. 20,
Series of 2013) in terms of proscribed courses, these PSGs already are consistent to and, affirm
the goals of these reforms as gleaned in Section 1. Rationale and background. Therefore, they
are applicable to all educational settings in the country.

PROGRAM SPECIFICATIONS

I. Program Description
A. Degree Name

Graduates of this program shall be conferred the degree of Bachelor of Physical

Education major in School P.E. (BPE-SPE) or Bachelor of Physical Education
major in Sport and Wellness Management (BPE-SWM).

B. Nature of Field of Study

This program allows maximum opportunity for students to pursue various combinations
of courses in teaching, coaching, programming and administration, and within their
particular areas of interest.

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 The two areas of specialization shall allow every student to select between School
Physical Education (SPE) and Sports and Wellness Management (SWM). The SPE
has a two-fold focus: teaching PE as a curricular subject in the school setting, and
providing opportunities for developing physical activity habits through programs of
recreational activities and competitive, organized sports. The SWM focuses on teaching
sports in non-school, corporate and industry settings to cater to the recreational and
competitive needs of individuals, groups and/or institutions.

C. Program Goals
The Bachelor of Physical Education is a four-year program with a primary goal to provide
the students with a broad and coherent understanding of PE as a discipline and its
specialization.

D. Specific Professions/careers/occupations for graduates

1. Major in School P.E. program
Physical Education Teacher
Sports Coach in educational institutions;
Coordinator/Director of Physical Education and Sports Programs at the school,
district, division and regional levels of the educational system.

2. Major in Sport and Wellness Management program

Sports, fitness and recreation program leaders;
Sports, recreation and fitness entrepreneur;
Sports, fitness and recreation media (print and broadcast) practitioner;
Managers, supervisors, and administrators of sports and recreation facilities;
Sports coach;
Group exercise leader and personal trainer.

E. Allied Fields
Physical Education is related to such fields as teacher education and administration.

II. Program Outcomes

The minimum standards for the Bachelor of Physical Education (BPE) program are
expressed in the following minimum set of learning outcomes:

A. Common to all programs in all types of schools

The graduates have the ability to:
a) articulate and discuss the latest developments in the specific field of practice. (PQF
level 6 descriptor)
b) effectively communicate orally and in writing using both English and Filipino
c) work effectively and independently in multi-disciplinary and multi-cultural teams.
(PQF level 6 descriptor)
d) act in recognition of professional, social, and ethical responsibility
e) preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

B. Common to the Discipline (Teacher Education)

1. Articulate the relationship of education to larger historical, social, cultural and political
processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment.

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 3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
7. Pursue lifelong learning for personal and professional growth

C. Program Outcomes Specific to the Bachelor Physical Education (BPE) major in

SPE and SWM programs
1. Disciplinal Knowledge: Apply scientific and evidence-based practices critical
to the educational and learning processes.
2. Movement Competency and Proficiency:
2.1 Demonstrate skillful performance in a variety of physical activities.
2.2 Adapt performance to a variety of physical activity settings (e.g. formal classes,
recreational, and competitive).
3. Curriculum and Program Planning, Implementation, Monitoring and
Evaluation:
3.1 Critically examine the curriculum (e.g. content, pedagogy and assessments) and
program, and enhance (e.g. innovate) them necessarily.
3.2 Plan and implement safe and effective physical activity programs to address the
needs of individual and groups in school and/or non-school settings.
3.3 Monitor and evaluate physical activity programs in school and/or non-school
settings.
3.4 Use appropriate assessments in, as and for student or client learning.
3.5 Use information, media and technology in pedagogy and for lifelong learning.
4. Professional Accountability and Responsibility:
4.1 Demonstrate firm work/professional ethics.
4.2 Cultivate solidarity by working and dealing with/relating to others harmoniously.
4.3 Promote the advancement of the profession by making sense of and getting
involved in current discourse that impact on the profession.
4.4 Pursue lifelong learning for personal and professional development.
5. Communication:
5.1 Discourse effectively with colleagues, non-PE professionals, and stakeholders of
Physical Education and sports.
5.2 Use oral, written, and technology formats deftly.

D. Common to a horizontal type as defined in CMO 46, s. 2012

Graduates of professional institutions demonstrate a service orientation in one’s
profession,
Graduates of colleges participate in various types of employment, development
activities, and public discourses, particularly in response to the needs of the
communities one serves
Graduates of universities participate in the generation of new knowledge or in
research and development projects

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 Graduates of State Universities and Colleges must, in addition, have the
competencies to support “national, regional and local development plans.” (RA
7722)

A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.

III. Sample Performance Indicators

Program Outcomes Sample Performance Indicators

PO1-Disciplinal Knowledge: 1. Use a concept map in explaining motor learning and

Apply scientific and evidence- development of learners based on their growth and
based practices crucial to maturation characteristics.
teaching and learning. 2. Analyze the mechanisms of non-contact injury and the
role of fundamental movement skills in mitigating this.
3. Explain how the body responds, adjusts and adapts to
exercise.
PO2-Movement Competency 1. Demonstrate mastery of all fundamental movement
and Proficiency: patterns and adapt motor skills to a variety of physical
Demonstrate skillful activity settings.
performance in a variety of 2. Evaluate critical elements of motor skills and
physical activities. performance.
3. Maintain a health-enhancing level of fitness based on
age- and sex-specific criterion-referenced standards.
PO3-Program Planning, 1. Implement planned developmentally appropriate and
Implementation, and inclusive programs that address the diverse needs of all
Evaluation: students/clients.
a. Plan and implement safe 2. Utilize assessment result to improve instruction.
and effective physical 3. Engage the learners in setting their own goals and in
activity programs to monitoring their progress.
address the needs of the
individual in school
and/or industry settings.
b. Use appropriate
assessments in, as and
for student or client
learning.

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PO4-Professional
Accountability and
Responsibility:
a. Promote the
advancement of the
profession.
b. Pursue lifelong learning
for personal and
professional
development.
PO5-Communication:
a. Communicate effectively
with PE practitioners,
other professionals and
stakeholders.
b. Use oral, written, and
technology formats
deftly.
1. Participate in activities that enhance professional
collaboration and lead to personal growth and career
development.
2. Maintain professional integrity by adhering to ethical
behaviors and discerning boundaries of competence.
3. Keep abreast with current developments in Physical
Education.
1. Synthesize evidence from a variety of sources to shed
light to current issues in the field.
2. Develop evidence-based arguments.
3. Justify a program proposal to diverse audiences.
4. Use appropriate language in oral and written
communication.

IV. CURRICULUM
Curriculum Description
Higher Education Institutions offering the Bachelor of Physical Education program may
exercise flexibility in their curricular offering. However, the following Physical Education
courses are prescribed as minimum requirements to be implemented.

Sample Curriculum (Components: General Education, Core Courses, Electives,

etc.)

A. Curriculum Outline for BPE major in School P.E

Equivalent
No. of Total
Courses Units per
Subjects Units
Subject
General Education (GE) Courses (CMO 59, 63
series 1998)
Professional Education Courses 51
Theory and Concepts
Child and Adolescent Psychology 1 3
Facilitating Learning 1 3
Social Dimensions of Education 1 3
The Teaching Profession 1 3
Methods and Strategies of Teaching
Principles of Teaching I 1 3
Principles of Teaching II 1 3
Assessment of Student Learning I 1 3
Assessment of Student Learning II 1 3
Educational Technology I 1 3
Educational Technology II 1 3

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Curriculum Development 1 3
Developmental Reading I 1 3
Developmental Reading II 1 3
Field Study 1-6 6
Practice Teaching 6
Special Topics 3
Specialization Courses
Core Courses 30
Foundations of Physical Education, Sport and 1 3
Wellness
Human Anatomy and Physiology 1 3
Introduction to Biomechanics and Movement 1 3
Education
Organization and Management of Physical 1 6
Education, Sports and Wellness Programs
(Practicum)
Research I in Physical Education, Sports and 1 3
Wellness
Methods and Techniques in Teaching Physical 1 6
Education, Sports and Wellness (Practicum)
Research II in Physical Education, Sports and 1 3
Wellness
Measurement and Evaluation in Physical 1 3
Education, Sports and Wellness
Content Courses for BPE-SPE 33
Philippine Folk Dance 1 3
Individual-Dual Sports and Philippine Games 1 3
Gymnastics and Combative Sports, i.e. (Arnis, 1 3
Taekwondo, Pencak Silat)
Team Sports, i.e. (Soccer, Basketball, Volleyball 1 6
and Softball)
International Folk Dance 1 3
Comprehensive School Health Education 1 3
Consumer Health, Drug and Safety Education 1 3
Aquatics 1 3
Special Physical Education, Sports and 1 3
Wellness
Emergency Preparedness and Response 1 3
Management
Summary of Units
General Education Courses 63 63
Professional Education Courses 51 51
Specialization 63
Core Courses
Content Courses
Elective Courses
Total 177

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 B. Curriculum Outline for BPE major in Sports and Wellness Management (SWM)
Equivalent
No. of Total
Courses Units per
Subjects Units
Subject
General Education (GE) Courses 63
Specialization Courses
Core Courses 27
Foundations of Physical Education, Sports and 1 3
Wellness
Human Anatomy and Physiology 1 3
Fitness and Wellness Activities (Methods of 1 3
Physical Conditioning and Health Related
Activities)
Principles of Sports and Wellness Management 1 3
Organization and Management of P.E, Sports 1 6
and Wellness Program (Practicum)
Measurement and Evaluation in Physical 1 3
Education, Sports and Wellness
Research 1 1 3
Research 2 1 3
Content Courses for BPE-SWM 51
Introduction to Biomechanics 1 3
Sports Activities (Individual-Dual Combative and 1 6
Team Sports)
Leisure and Recreational Activities (Indoor & 1 3
Outdoor Activities)
Sports and Wellness Communication and 1 3
Culture
Marketing and Promotion in Sports and 1 3
Wellness (Sales Management)
Facilities and Resource Management 1 3
Sports and Wellness Program Finance and 1 3
Accounting
Introduction to Sports and Wellness Psychology 1 3
(integrate psycho-social and contemporary
issues)
Sports and Wellness Law (Governance and 1 3
Policies)
Management of Sports Competitions and 1 3
Events
Sports and Wellness Ethics 1 3
Human Resource Management 1 3
Applied Sports and Wellness Nutrition 1 3
Sports and Wellness Tourism 1 3
Emergency Preparedness and Response 1 3
Management

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Sports History 1 3
Elective Courses for BPE-SWM 9
(A student may choose 9 units from among the
15 units of elective)
Seminar in Contemporary Sports and Wellness 1 3
Dance Sport and Recreational/Ballroom Dance 1 3
Economics in Sports and Wellness 1 3
Sports and Wellness Activities for People with 1 3
Disabilities
Sports Journalism 1 3
Practicum for BPE-SWM 6
Practicum 1 (Sports) 1 3
Practicum 2 (Wellness) 1 3
Summary of Units
General Education Courses 63
Specialization Courses
Core Courses 27
Content Courses 51
Elective 9
Practicum 6
Total 156

V. Sample Program of Study

A. BPE Major in School PE

1st Semester 2nd Semester
st
1 year
PE 1 – Physical Fitness and Related PE 2 – Rhythms and Dance – 3 units
Activities – 3 units

2nd year
PE 3 – Recreation and Outdoor SPE 103 - Introduction to Biomechanics and
Activities – 2 units Movement Education
SPE 101 – Foundations of Physical Education, SPE 104 – Philippine Folk Dance
Sports and Wellness SPE 105 – Individual-Dual Sports and
SPE 102 – Human Anatomy and Physiology Philippine Games
SPE 106 – Gymnastic and Combative Sports, SPE 112 – Comprehensive School Health
i.e. ( Arnis, Taekwando, Pencak Silat) Education

3rd year
SPE 109 – International Folk Dance SPE 111 – Methods and Techniques in
SPE 110 – Research I in Physical Education, Teaching Physical Education,
Sports and Wellness Sports and Wellness (Practicum)
SPE 115 – Consumer Health, Drug and Safety SPE 114 – Measurement and Evaluation in
Education Physical Education, Sports and
SPE 116 – Aquatics Wellness

4th year

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SPE 113 – Research II in Physical Education, SPE 118- Emergency Preparedness and
Sports and Wellness Response Management
SPE 117 – Special Physical Education, Sports
and Wellness
SUMMER
Summer 1 Summer 2
SPE 107 – Team Sports, i.e. (Soccer, SPE 108 – Organization and Management of
Basketball, Volleyball and Softball) Physical Education, Sports and
Wellness Program (Practicum)

B. BPE Major in Sports and Wellness Management

1st Semester 2nd Semester
st
1 year
PE 1 – Physical Fitness and Related PE 2 – Rhythms and Dance – 3 units
Activities – 3 units
2nd year
PE 3 – Recreation and Outdoor SWM 103 – Introduction to Biomechanics
Activities – 2 units SWM 104 – Sports Activities (Individual – Dual
SWM 101 – Foundations of Physical Combative and Team Sports)
Education, Sports and Wellness SWM 106 – Leisure and Recreational
SWM 102 – Human Anatomy and Physiology Activities (Indoor and outdoor
SWM 105 – Fitness and Wellness Activities activities)
(Methods of Physical Conditioning and SWM 122 – Sports History
Health Related Activities)
SWM 107 – Principles of Sports and Wellness
Management
3rd year
SWM 108 – Sports and Wellness SWM 111 – Sports and Wellness Program
Communication and Culture Finance and Accounting
SWM 109 – Marketing and Promotion in SWM 113 – Introduction to Sports and
Sports and Wellness (Sales Wellness Psychology (integrate
Management) psycho-social and contemporary
SWM 110 – Facilities and Resource issues)
Management SWM 114 – Measurement and
SWM 117 - Sports and Wellness Ethics Evaluation in Physical Education,
SWM 119 – Applied Sports and Wellness Sports and Wellness
Nutrition SWM 123 – Research 1
4th year
SWM 112 – Organization and Management of SWM 116 – Management of Sports
P.E, Sports and Wellness Program Competitions and Events
(Practicum) SWM 118 – Human Resource Management
SWM 115 – Sports and Wellness Law SWM 120 – Sports and Wellness Tourism
(Governance and Policies) SWM 121 – Emergency Preparedness and
SWM 124 – Research 2 Response System
Elective 128 – Sports and Wellness Activities
for People with Disabilities

SUMMER

10
Summer 1 Summer 2
Practicum 1 (3 units) Practicum 2 (3 units)
Elective 126 – Dance Sport and Elective 129 – Sports Journalism
Recreational/Ballroom Dance

VI. Sample Curriculum Map

A. BPE Major in School PE

CODES:
E (Enabling): Facilitates the achievement of the terminal outcome
R (Reinforced): Enhancement of existing competency/ contributory to the
program outcomes
T (Terminal):The achieved course outcome(s)

PO 1: PO 2: PO 3: PO 4: PO 5-
Disciplinal Movement Program Professional Communicati
Knowledge Competency Planning, Accountabili on
and Implementa ty and
Proficiency tion, and Responsibili
BPE-SPE Evaluation ty
Core Courses
Foundations of Physical
Education, Sports and T R R E T
Wellness
Human Anatomy and
T E E E T
Physiology
Introduction to
Biomechanics and T E R E T
Movement Education
Organization and
Management of Physical
Education, Sports and T R T R T
Wellness Program
(Practicum)
Research I in Physical
Education, Sports and T R R T T
Wellness
Methods and Techniques in
Teaching Physical
R R T R T
Education, Sports and
Wellness (Practicum)
Research II in Physical
Education, Sports and T R R T T
Wellness
Measurement and
Evaluation in Physical
R R T R T
Education, Sports and
Wellness

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Content Courses
Philippine Folk Dance R T R R T
Individual-Dual Sports and
R T R R T
Philippine Games
Gymnastics and Combative
Sports, i.e. (Arnis, R T R R T
Taekwondo, Pencak Silat)
Team Sports, i.e. (Soccer,
Basketball, Volleyball and R T R R T
Softball)
International Folk Dance R T R R T
Comprehensive School
R R T R T
Health Education
Consumer Health, Drug and
R R T R T
Safety Education
Aquatics R T R R T
Special Physical Education,
R R T R T
Sports and Wellness
Emergency Preparedness
R R T R T
and Response Management

B. BPE Major in Sports and Wellness Management

CODES:
E (Enabling): Facilitates the achievement of the terminal outcome
R (Reinforced): Enhancement of existing competency/ contributory to the
program outcomes
T (Terminal):The achieved course outcome(s)

PO 1: PO 2: PO 3: PO 4: PO 5-
Disciplinal Movement Program Professional Communicati
Knowledg Competenc Planning, Accountabili on
e y and Implementati ty and
Proficiency on, and Responsibili
BPE-SWM Evaluation ty
Core Courses
Foundations of Physical
Education, Sports and T R R E T
Wellness
Human Anatomy and
T E E E T
Physiology
Fitness and Wellness
Activities (Methods of
T E T E T
Physical Conditioning and
Health Related Activities)
Principles of Sports and
T E T T T
Wellness Management
Organization and T R T R T

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Management of P.E, Sports
and Wellness Program
(Practicum)
Measurement and Evaluation
in Physical Education, Sports R R T R T
and Wellness
Research 1 T R R T T
Research 2 T R R T T
Content Courses
Introduction to Biomechanics T E R E T
Sports Activities (Individual-
Dual Combative and Team R T R R T
Sports)
Leisure and Recreational
Activities (Indoor & Outdoor R T R R T
Activities)
Sports and Wellness
T R R R T
Communication and Culture
Marketing and Promotion in
Sports and Wellness (Sales T E R T T
Management)
Facilities and Resource
T E R R T
Management
Sports and Wellness
Program Finance and T E R R T
Accounting
Introduction to Sports and
Wellness Psychology
T E E E T
(integrate psycho-social and
contemporary issues)
Sports and Wellness Law
T E R T T
(Governance and Policies)
Management of Sports
T E T T T
Competitions and Events
Sports and Wellness Ethics R E R T T
Human Resource
R E R T T
Management
Applied Sports and Wellness
T E R R T
Nutrition
Sports and Wellness
T E R R T
Tourism
Emergency Preparedness
T R R R T
and Response Management
Sports History T E E E T
Elective Courses for BPE-
SWM (A student may choose
9 units from among the 15
units of elective)
Seminar in Contemporary R E R R T

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Sports and Wellness
Dance Sport and
R T R R T
Recreational/Ballroom Dance
Economics in Sports and
T R R R T
Wellness
Sports and Wellness
Activities for People with T R R R T
Disabilities
Sports Journalism T E R R T
Practicum for BPE-SWM
Practicum 1 (Sports) R R T T T
Practicum 2 (Wellness) R R T T T

Section 11 Sample Means of Curriculum Delivery

Lecture / discussion
Use of cooperative / active learning strategies such as games, role play,
project-based learning, dialogues, journals, buzz sessions, brain storming,
concept mapping, think-pair-share, counsel brainstorming exercise
Return demonstration
Scenario-thinking
Exposure trip (local or international)
Community/Industry immersion
Self-assessment
Reflective learning experience
Case analysis
Creation of individual learning portfolio
Community/Industry mapping exercise
Critique or reflections
Partnership and linkage

VII. Sample Syllabi for Selected Core Courses (please see annex A)

VIII. Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI
shall develop the following items which will be submitted to CHED when they apply for a
permit for a new program or the approval of the transformation of existing programs to
outcomes-based framework:

The complete set of program outcomes, including its proposed additional

program outcomes.
Its proposed curriculum, and its justification including a curriculum map.
Proposed performance indicators for each outcome. Proposed measurement
system for the level of attainment of each indicator.
Proposed outcomes-based syllabus for each course.
Proposed system of program assessment and evaluation
Proposed system of program Continuous Quality Improvement (CQI).

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 ANNEX A
SAMPLE COURSE SYLLABUS

Course Code SPE 102

Course Title Human Anatomy and Physiology
Course Credit 3.0 units
Contact Hours 3 hours per week
Course Specialization-Core
Classification
Instructor
Consultation Time
Course The course provides through anatomy, an understanding of the structure of the body parts and
Description how they operate as a system; and through physiology, an understanding of how these body
parts and systems carry out their life-sustaining activities.
Students are expected to: (1) analyze how the body responds, adjusts and adapts to physical
activities in all its forms---from meeting functional requirements of daily living, exercising for
fitness, to performing optimally in competitive sports; and (2) critically appraise a range of
relevant and contemporary issues on physical activities and health.
Course Objectives At the end of the course, the learner will be able to:
1. Explain the interrelationships between structure and functions of the following body
systems: musculoskeletal, cardiovascular, respiratory, endocrine, digestive and
nervous;
2. Qualitatively and quantitatively describe the physiological demands during exercise or
physical training and competitive performances;
3. Predict the physiological consequences of exercise or physical training and
competitive performances on these body systems; and
4. Demonstrate information literacy skills to access, evaluate and use various scientific
resources to approach and examine current issues from an evidence-based
perspective.
Course Outcomes At the end of the course, the learner will:
1. Explain the interrelationships of body systems in terms of anatomical terminology;
2. Explain the demands of exercise or physical training on the body systems by
integrating knowledge of structure and function;
3. Critically appraise information on exercise, physical training and physical activity
behaviors and products based on their impact on the body systems.

WEEK TOPICS INTENDED TEACHING-LEARNING ASSESSMENT GRADING

S LEARNING ACTIVITIES TASKS CRITERIA
OUTCOMES
1-6 1. Course Recognize the Course syllabus Short Quizzes (8)
overview course discussion quizzes Score Points
2. Anatomical objectives, Lecture Quiz 1: 25-22 5
position, outcomes, Observation of Anatomical 21-18 4
directional and requirements and movements terms 17-15 3
regional terms, class policies. Quiz 2: 14-12 2
Film-showing
body planes, Clarify the Bones and the 11-9 1
Draw and label

15
 sections and assessment anatomical parts skeleton ≤8 0
cavities. tasks, and Debate on any of the Quiz 3:
3. Support and grading criteria. following topics: Muscular Exams (4)
movement of Use correct 1. Impact of system Score Points
the body anatomical resistance Week 6- 100-97 25
a. Bones terminology to training among Exam 1: 96-93 23
and the describe body children Anatomical 92-89 21
skeleton directions, 2. Fact vs. fiction: terms; support 88-85 19
(axial and regions and body Common sports and movement 84-80 17
appendicu planes or practices on of the body 79-75 16
lar) sections. recovery from Debate 74-70 15
b. Joints Locate and name fatigue (Week 4) 69-65 14
c. Muscles, the major body 3. Form vs. 64-60 13
the cavities and their function: Body ≤ 59 0
muscular subdivisions, and image and
system list the major resistance
organs in each Debate Rubrics
training (4)
cavity or
subdivision. 1. Knowledge
Compare and and
contrast the understandin
structure of the g (5pts.):
four bone classes How well do
and provide you know
examples of each and
class. understand
Describe the the content?
gross anatomy of How well do
a typical long and you put the
flat bone. content
within the
Describe
context of
osteogenesis,
other
remodelling and
materials,
repair.
where
Explain how
relevant?
hormonal controls
2. Interpretatio
and physical
n and
stress regulate
personal
bone remodelling.
response
Name the major
(5pts.):
parts of the axial
How precise
and appendicular
and relevant
skeletons and
are your
describe their
supporting
relative functions.
details?
Classify joints
3. Presentation
structurally and
(5pts.):
functionally.
Did you
Name the most present a
common joint

16
 injuries and clearly
discuss the focused,
symptoms and well-
problems developed
associated with and
each. persuasive
Compare and response?
contrast the basic 4. Use of
types of muscle language
tissues. (5pts.):
Describe the How
gross structure of accurate,
a skeletal muscle clear and
with respect to precise is
location and your
names of its language?
connective tissue Did you have
coverings. any
Describe the significant
ways in which lapses in
ATP is grammar
regenerated and
during skeletal expression?
muscle
contraction. Score Points
Explain the 25-22 5
possible causes 21-18 4
of muscle fatigue. 17-15 3
Compare and 14-12 2
contrast the 11-9 1
effects of aerobic ≤8 0
and resistance
exercise on
skeletal muscles
and on other
body systems.
Explain the
function of prime
movers,
anatagonists,
synergists and
fixators.
Name and
identify the major
muscles of the
body.
7-9 4. Regulation Explain the Lecture Quiz 4:
and integration structural and Debate on any of the Major
of the body functional following topics: endocrine
a. Central divisions of the 1. “No pain, no organs

17
 and nervous system. gain”: A closer Week 9-
peripheral Name the major look at pain Exam 2:
nervous regions of the 2. To stretch or not Regulation and
systems adult brain. to stretch: integration of
b. Autonomi Distinguish Impact on the body
c nervous between a optimum
system concussion and a performance
c. Endocrine contusion. 3. Athletes looking
system Describe the good and doing
cause (if known) better with
and major signs anabolic steroids
and symptoms of
CVAs and
Alzheimer’s
disease.
Distinguish
between
autonomic and
somatic reflexes.
Distinguish
between stretch
and tendon
reflexes.
Describe the 2
major
mechanisms by
which hormones
bring about their
effects on their
target tissues.
Explain how
hormone release
is regulated.
10-14 5. Maintenance Trace the Lecture Quiz 5:
of the body pathway of blood Film-showing The
a. Cardiovas through and from Debate on any of the cardiovascular
cular the heart. following topics: system
system Name and 1. Physical Quiz 6:
b. Respirator explain the inactivity and The respiratory
y system effects of various CVDs system
c. Digestive factors involved 2. Acclimatization Week 13-Exam
system in regulation of 3:
training: Impact
stroke volume Cardiovascu
on human
and heart rate. lar and
performance
Explain the role respiratory
3. E-cigarettes:
of the autonomic systems
Danger to
nervous system
one’s health
in regulating
cardiac output.
Describe the

18
 structure and
function of blood
vessels.
Explain the
relationship
among blood
flow, blood
pressure and
resistance.
Explain the
causes of
cardiovascular
diseases (e.g.
athero-,
arteriosclerosis,
hypertension).
Explain the
mechanics of
breathing.
Relate the
following laws to
the events of
inspiration and
expiration:
Boyle’s, Dalton’s
and Henry’s
Describe how
oxygen and
carbon dioxide
are transported in
the blood
Explain
respiratory
adjustments
during exercise.
List and define
briefly the major
processes
occurring during
digestive system
activity.
15-18 6. Nutrition and Identify important Lecture Quiz 7: Performance
metabolism dietary sources of Film-showing Nutrients evaluation:
a. Nutrients the 6 major Quizzes and exam Quiz 8: 1. Quizzes-40
b. Metabolic nutrients. Metabolism points
Debate on any of the
processes Describe following topics: Week 17- 2. Exams-100
c. Body consequences of Exam 4: points
1. Diets are
energy excess or deficit Digestive 3. Debate-20
popular but not
balance in vitamins. system, points
exercise
7. Course wrap- Summarize the nutrition and
2. Obesity: Magical
19
 up and important events solution wanted metabolism
performance and products of 3. The biggest
evaluation glycolysis, the loser and Master Final Points
Krebs cycle, and chefs: What Grade earned
the electron have we gained 1.0 160-153
transport chain. from television? 1.25 152-145
Distinguish 1.5 144-137
among 1.75 136-129
glycogenesis, 2.0 128-121
glycogeneloysis 2.25 120-113
and 2.5 112-105
gluconeogenesis.
2.75 104-97
Describe current
3.0 96-89
theories of food
5.0 ≤ 88
intake regulation.
Explain body
energy balance.
Name several
factors that
influence
metabolic rate.

Course Policies 1. Students are allowed a maximum of 7 absences regardless of excuse.

2. Students exceeding the 15-minute grace period will be marked absent.
3. It shall be the instructor’s prerogative to allow any student to make-up for a missed
requirement upon presentation of proof of excuse.
Suggested 1. American College of Sports Medicine (2011). Quantity and quality of exercise for
Learning developing and maintaining cardiorespiratory, musculoskeletal, and neuromotor
Resources (e.g. fitness in apparently healthy adults: Guidance for prescribing exercise. Medicine &
Textbooks and Science in Sports and exercise, 43(7), 1334-1359.
References) 2. Bushman, B. (2011). American College of Sports Medicine’s complete guide to
fitness and health. Champaign, Illinois: Human Kinetics.
3. Kotecki, J.E. (2011). Physical activity and health: An interactive approach, 3rd ed.
Sudbury, MA: Jones and Bartlett Learning.
4. Marieb, Elaine N. and Hoehn, Katja (2007). Human anatomy and physiology, 7th
Edition. Pearson Benjamin Cummings.
Prepared by: Verified by: Approved by:

Faculty College Dean Office of the Registrar

20
 ANNEX B
Glossary of Terms

Adapted physical education: Developmentally appropriate activities for students with

limitations who may not safely or successfully engage in unrestricted participation in various
activities of the general physical education program

Advanced Skills: Skills used in sport applications

Aerobic activity: Light to vigorous intensity physical activity that requires more oxygen than
sedentary behavior and thus promotes cardiovascular fitness and other health benefits (e.g.
jumping rope, biking, swimming, running; playing soccer, basketball, or volleyball)

Agility: A skill-related component of physical fitness that relates to the ability to rapidly change
the position of the entire body in space with speed and accuracy

Anaerobic activity: Intense physical activity that is short in duration and requires a breakdown
of energy sources in the absence of sufficient oxygen. Energy sources are replenished as an
individual recovers from the activity. Anaerobic activity (e.g., sprinting during running, swimming,
or biking) requires maximal performances during a brief period.

Assessment: Process that enables teachers to evaluate a student’s performance, knowledge

or achievement

Athletics: Structured participation in organized sports

Balance: A skill-related component of physical fitness that relates to the maintenance of

equilibrium while stationary or moving

Basic Skills: Skills that utilized either locomotor (e.g. walk, run, jump, skip, gallop) or
manipulative (e.g. throw, catch, kick, strike) fundamental movements

Body composition: A health-related component of physical fitness that relates to the relative
amounts of muscle, fat, bone and other vital parts of the body

Cardiovascular fitness: A health-related component of physical fitness that relates to ability of

the circulatory and respiratory systems to supply oxygen during sustained physical activity

Competence: Sufficient ability to enjoy safe participation in an activity; the ability to perform
and apply skills

Complex Skills: Skills that combine two or more locomotor and/or manipulative fundamental
movements

Content Area: The categories of skill students should possess as a result of instruction

21
Coordination: A skill-related component of physical fitness that relates to the ability to use the
senses, such as sight and hearing, together with body parts in performing motor tasks smoothly
and accurately

Developmentally appropriate: Those aspects of teaching and learning that change with the
age, experience and ability of the learner

Directionality: An awareness of space outside the body involving knowledge of directions in

relation to right and left, in and out, up and down

Disaster Response: An immediate action responding to a situation in land, water and natural
calamities (i.e. flood, typhoon)

Duration: Amount of time spent participating in a physical activity session

Exercise: Activities that are planned and structured, and that maintain or improve one or more
of the components of physical fitness; leisure time physical activity conducted with the intention
of developing physical fitness

Fine Motor Coordination: Movement involving limited movement of parts of the body in the
performance of precise movements (e.g. writing, tying shoelaces.)

Fitness: A state of well-being that allows people to perform daily activities with vigor,
participate in a variety of physical activities, and reduce their risks for health problems

Flexibility: A health-related component of physical fitness that relates to the range of motion
available at a joint

Force: The strength that moves the body; the amount of strength or tension necessary or
advisable to execute a given movement

Frequency: The number of physical activity sessions during a specific time period (e.g. 1
week)

Fundamental motor skills: Basic fundamental movement patterns usually involving the large
muscle groups that are necessary to perform a variety of physical activities; includes both
locomotor skills such as walking, running, hopping, skipping, jumping, leaping and galloping, as
well as manipulative skills such as throwing, passing, kicking, dribbling and catching

Gross-motor coordination: Performing skills involving large muscle groups

Health-related physical fitness: Consists of those components of physical fitness that have a
relationship with good health: body composition, cardiovascular fitness, flexibility, muscular
endurance and strength

Intensity: How vigorously an individual must exercise to improve in fitness; the rate of energy
expenditure

22
Interpersonal communication skills: Verbal or non-verbal abilities that help to share feelings,
thoughts and information with another person in a positive manner

Interpersonal social skills: Skills that enhance the ability to work and play together such as
cooperation, fair play, sportsmanship, respect, loyalty, patience, self-control and tolerance

Lead-up games: Games that utilize basic skills and strategies related to specific sports and
activities

Leisure activity: Physical activity undertaken during discretionary time

Lifestyle activity: Physical activity typically performed on a routine basis (e.g. walking,
climbing stairs, mowing or raking the yard), which is usually light to moderate in intensity

Locomotor skills: Skills used to move the body from one place to another including walking,
running, skipping, leaping, sliding, galloping, jumping and hopping

Low-organized games: Activities that are easy to play, have few and simple rules, require little
or no equipment, and may be varied in many ways

Manipulative skills: Skills developed when a person handles some kind of object including
throwing, kicking, batting, catching, redirecting an object in flight (such as volleyball) or
continuous control of an object such as a hoop

Mature form: The basic movement that can be performed with ease, is smooth, efficient,
repetitive and can be performed without thinking out each step of the movement; the most
efficient technique for the development of force production in a skill; usually associated with the
highly skilled performances; using the critical elements of a skill (e.g. step with the opposite foot
when throwing)

Morbidity: The rate of disease or proportion of diseased people

Mortality: The rate or proportion of death from all causes

Motor skills: Non-fitness abilities that improve with practice (learning) and relate to one’s
ability to perform specific sports and other motor tasks

Movement concepts: A generalized idea concerning human motion (e.g. the lower the center
of gravity, the more stable the object; throwing a ball in front of a moving receiver)

Movement concepts and principles: Relates to the cognitive information concerning the
development of physical fitness and motor development and its application in real life such as
specificity in training and other principles of conditioning, application of force, center of gravity,
and stress management

Muscular endurance: A health-related component of physical fitness that relates to the

muscle’s ability to continue to perform without fatigue

Muscular strength: The ability of muscles to exert a force one time

23
Non-locomotor skills: Skills that are performed in place without appreciable spatial movement
and include bending and stretching, pushing, pulling, raising and lowering, twisting and turning,
and shaking

Perceptual motor skills: Movement involving the interrelationships between the perceptual or
sensory processes and motor activity including balance and directionality

Performance Indicator: The indices of quality that specify how competent a student must be
to meet the standard

Physical Activity: Physical movement involving the large skeletal muscles; a wide variety of
activities that promote health and well-being; bodily movement that is produced by the
contraction of skeletal muscle and that substantially increases energy expenditure

Physical Fitness: A set of physical attributes related to a person’s ability to perform physical
activity successfully, without undue strain and with a margin of safety

Physical Literacy: A composite of fundamental movement, motor and activity-specific skills

that serves as the foundation for confident, enjoyable and sustained participation in a wide
range of physical activities.

Power: Skill-related component of physical fitness relating to the ability of the rate at which one
can perform work

Psychomotor development: Area of learning involving the attainment of movement skills and
competencies needed for a lifetime of activity

Quality physical education programs: Those that are developmentally appropriate and
provide a progressive, systematic curriculum

Reaction time: A skill-related component of physical fitness that relates to the time elapsed
between stimulation and the beginning of the reaction to it

Recess: A time set aside for children to engage in free, usually unstructured, play

Rhythm/s: Involves motion that possesses regularity and a predictable pattern often involving
music such as dance patterns and jumping rope

Rudimentary Application: Movements acquired during the first year of life concerning stability
(control of head/neck/truck, sitting, standing), locomotion (crawling, creeping, upright gait), and
manipulation (reaching, grasping, releasing)

Sequential: Following one movement pattern to the next in an orderly pattern

Skill-related physical fitness: Consists of those components of physical fitness that have a
relationship with enhanced performance in sports and motor skills: agility, balance,
coordination, power, speed and reaction time

24
Space awareness: Perception of where the body moves, including general and self space,
directions, pathways, levels, and extensions

Specialized movement skill: Movement skills used specifically for structured sports and
games, as opposed to skills fundamental to many sports (i.e. lay up shot, volleyball spike, golf
drive, tennis forehand); skills basic to a movement form (basketball chest pass, soccer dribble,
fielding a softball with a glove)

Speed: A skill-related component of physical fitness that relates to the ability to perform a
movement within a short period of time

Sport: A general term for structured physical activities and athletics

Standard: The agreed upon level of accomplishment; what all students must know and be able
to do as a result of instruction

Strength: The ability of the muscle to exert force

Stress management: The ability to cope with stress as a normal part of life including the ability
to identify situations and conditions that produce stress and adopt healthy coping
behaviors

Team sports: Includes games, sports and leisure pursuits that require the participation of one
or more groups of individuals on teams such as basketball, football and soccer

25
 Annex C
Alternative Performance Indicators

Graduates of Bachelor of Physical Education Major in School P.E. (BPE-SPE) should be

able to:
a) understand sports history, foundation of physical education and sports, and the
essentials of fitness and wellness, analyze scientifically and understand the body parts
and how it functions in various physical movement and activities;
b) define the importance of physical education, lifelong sports, fitness and exercise and
recite and relate sports historical accounts in relation to present – day and cultural
activities and trends;
c) demonstrate proficiency and efficiency in all movement forms;
d) apply movement concepts and principles to the learning and development of
physical/motor activities;
e) demonstrate responsible personal and social behavior through participation in different
physical activity settings;
f) exhibit moral and ethical standards in social and physical activities;
g) demonstrate physical skills, leadership and managerial capabilities in all activities and
programs for both normal and differently abled individuals;
h) exhibit and promote active and healthy lifestyle, value of fitness and experience and
lifelong activity;
i) conduct research and prepare technical reports on sports and physical education studies
and related fields;
j) develop proficiency in verbal and written communication skills via reports, presentations,
and work outputs in various physical, sports activities and as research produce.
k) develop new medium and pedagogy of learning and teaching physical education, health
and safety education.
l) present feasible and workable plan for organization, supervision and management of
physical education, and sports competitions leagues and other related activities;
m) demonstrate pedagogical skills in dealing and teaching with all types of students,
clientele and people with disabilities;
n) organize and supervise programs and activities for physical education fitness, sports,
tourism and cultural programs;
o) understand legal and professional administrative, supervisory and managerial functions
and programs; and
p) develop an assessment and evaluation tools in the planning and preparation of physical
education activities, sports and wellness programs.
q) engage in social cultural and educational transcending activities through participation
and performance.

Graduates of Bachelor of Physical Education Major in Sports and Wellness Management

(BPE-SWM) should be able to:
a) understand sports history, foundation of physical education and sports, and the
essentials of fitness and wellness, analyze scientifically and understand the body parts
and how it functions in various physical movement and activities;

26
b) define the importance of physical education, lifelong sports, fitness and exercise and
recite and relate sports historical accounts in relation to present – day and cultural
activities and trends;
c) demonstrate proficiency and efficiency in all movement forms;
d) apply movement concepts and principles to the learning and development of
physical/motor activities;
e) exhibit moral and ethical standards in social and physical activities;
f) exhibit and promote active and healthy lifestyle, value of fitness and experience and
lifelong activity;
g) conduct research and prepare technical reports on sports and physical education
studies and related fields;
h) present feasible and workable plan for organization, supervision and management of
physical education, and sports competitions leagues and other related activities;
i) organize and supervise programs and activities for physical education fitness, sports,
tourism and cultural programs;
j) understand legal and professional administrative, supervisory and managerial functions
and programs; and
k) develop an assessment and evaluation tools in the planning and preparation of physical
education activities, sports and wellness programs.
l) develop and maintain optimal individual muscular strength, endurance and cardio-
vascular fitness.
m) demonstrate interest in variety of wholesome recreational activities as a release from
mental and emotional pressures and strains.
n) exhibit marketing and industrial economic skills in sports, fitness and wellness activities;
o) demonstrate management capabilities and techniques in dealing sports tourism
activities and marketing promotions.
p) develop proficiency in verbal and written communication skills via reports,
presentations, and work outputs in various physical, sports activities and as research
produce.
q) practice theories and principles in dealing with emergencies and natural disaster
preparedness in workplace, school setting, recreational and sports facilities.
r) apply principles of food and nutrition in practicum setting for athletic program, wellness
and fitness centers, nutritional supplementation and ergogenics.

27