Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum
Guide
PHYSICAL EDUCATION
August 2013
 K TO 12 PHYSICAL EDUCATION

K TO 12 PHYSICAL EDUCATION

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21 st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-
monitoring and self-direction, as well as task or project management skills, and personal characteristics typified in ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content dominates the K to 12 PE curriculum. It is comprised of 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 endeavors to instill an understanding of why
HRF is important so that the learner can translate HRF knowledge into action. Self-management is thus, an important skill. In addition, it has been recognized that fitness
and healthy PA behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This curricular orientation is
a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.

Learning Approaches

In the early grades the child is taught the ‘what’ and ‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved
by developing more mature movement patterns and motor skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness
parameters. Finally, the learner builds on these knowledge and skills in order to plan, set goals and monitor his participation in physical activities (exercise, sports and
dance) and constantly evaluate how well he has integrated this into his personal lifestyle. This implies the provision of ongoing and developmentally-appropriate activities so
that the learners can practice, create, apply and evaluate the knowledge, understanding and skills necessary to maintain and enhance their own as well as other’s fitness
and health through participation in physical activities.

The curriculum also allows for an inclusive approach that understand and respect the diverse range of learners which takes into account their needs, strengths and
abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.

The curriculum therefore emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing a learner’s understanding of how the body
responds, adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed because he knows what he ought to do and

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actually does it; and he is equally confident in influencing his own peers, family, immediate community, and ultimately, his society. These are all valuable 21 st century skills
which the K to 12 PE curriculum aspires for.

The K to 12 PE curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve health-enhancing fitness.

2. Competent in movement and motor skills requisite to various physical activity performance.
3. Value physical activities for enjoyment, challenges and social interaction.
4. Understand various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.

Learning Strands

The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various
physical activities.
2. Movement skills relate to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports comprise simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as
other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and
health goals.

Learning Outcomes

The K to 12 PE curriculum supports the students in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating their
own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required for all students who live and
active life for fitness and health.

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A graduate who lives an active life for fitness and lifelong health

PHYSICAL LITERACY

Fundamental Activity-specific
Fundamental
Movement Skills Activity
Motor skills
Body Management Rhythms & Dances
Games & Sports

K ----1---2---3---4---5---6---7---8----9---10---11---12

Developmentally
Activity-Based Standard based Integrated Inclusive
Appropriate

MOVE TO LEARN, LEARN TO MOVE

.

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Figure 1. The Conceptual Framework of Physical Education

Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and

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promoting an active life for fitness and health

Key Stage Standards

Strands K–3 4–6 7 - 10

The learner demonstrates The learner demonstrates The learner demonstrates
understanding of movement understanding of principles in understanding of
concepts and skills in preparation for movement and fitness integrating physical
active participation in various for active participation in activity behaviors in
physical activities. various achieving an active
physical activities. lifestyle.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance

GRADE LEVEL STANDARDS

Grade Level Grade Level Standards

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Grade 1

Grade 2 The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through
participation in enjoyable physical activities.

Grade 3

Grade 4

The learner demonstrates understanding of the importance of Physical activity and Physical fitness through participation and
Grade 5 assessment.

Grade 6

Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.

The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 9

Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.

Table 1a - Scope and Sequence of Physical Education from Grades 1-3

Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4

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Body management Body Awareness Space Awareness Qualities of Effort Relationships

Movement skills
GRADE 1
Rhythms and dance Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and
Games and sports mimetics.
Physical fitness
Locations, Directions, Person, Objects,
Body Shapes and Body
Levels, Pathways and Time, Force and Flow Sound and
Body management Actions
Planes Environment
Movement skills
GRADE 2
Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk
Physical fitness dances, rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races

Locations, Directions, Person, Objects,

Body Shapes and Body
Body management Levels, Pathways and Time, Force and Flow Sound and
Actions
Movement skills Planes Environment
GRADE 3
Rhythms and dance
Participation in enjoyable and challenging activities in different locomotor, non- locomotor and
Games and sports
manipulative activities, simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.) Lead-up and
Physical fitness
organized games (indigenous) and corrective exercises.

Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.

Table 1a - Scope and Sequence of Physical Education from Grades 4-6

Key Stage 2

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Grade Level Strands Q1 Q2 Q3 Q4

Health-Enhancing Fitness 1
Physical fitness Assesssments of physical activity and physical fitness (Health-related and skill-related)
Games and sports Target games,
GRADE 4 Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and Creative
dances
Health-Enhancing Fitness 2
Physical fitness Assesssments of physical activity and physical fitness (Health-related and skill-related)
Games and sports Target games,
GRADE 5 Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and Creative
dances
Health-Enhancing Fitness 3
Physical fitness Assesssments of physical activity and physical fitness (Health-related and skill-related)
Games and sports Target games,
GRADE 6 Invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and Creative
dances

Note: The scope and sequence for Grades 4 to 6 are focused on health and skill ehancing activities, ensuring that they are integrative and
inclusive context.

Table 1d - Scope and Sequence of Physical Education from Grades 7-10

Key Stage 3
Grade Level Strands Q1 Q2 Q3 Q4

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Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
Physical fitness
Endurance and Muscle-and bone- strengthening activities
GRADE 7 Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activity and eating habits)
GRADE 9
Sports officiating Active Recreation
Games and sports
(indoor & outdoor)
Rhythms and dance Social, ballroom dances and Festival dance
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activity and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop,
Rhythms and dance
Street Dance, Cheer dance, Contemporary, etc.)

Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.

Grade Level Strands Semester 1 Semester 2

Q1 Q2 Q3 Q4
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)

Fitness/Exercise Aerobic, muscle and bone-strengthening

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GRADE 11 activities

Sports Individual, dual and team sports

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)

Dance Traditional, contemporary, ethnic, folk and

social dances
GRADE 12

Recreation Aquatic and mountiniring activities

Note: Students can elect from the menu of physical activity courses

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TIME ALLOTMENT FOR PHYSICAL EDUCATION

Grade Level Time Allotment

Kindergarten Integrated with other subject areas

Grades 1 – 6 40 minutes / week

Grades 7 – 10 60 minutes / week

Grades 11 – 12 120 minutes / week

GRADE – 1

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

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Body Awareness demonstrates understanding of body performs enjoyable  describes the different parts of the PE1BM-Ia-b-1
awareness in preparation for movements on body body and its movements through
(Differrent body participation in physical activities. awareness with enjoyable physical activities
parts and its coordination
movements)
 creates shapes by using different PE1BM-Ic-d-2
body parts

 shows balance on one, two, three, PE1BM-Ie-f-3

four and five body parts Misosa IV- M4

 exhibits transfer of weight PE1BM-Ig-h-4

Misosa IV- M4
 recognizes the importance of
participating in fun and enjoyable PE1PF-Ia-h-1
physical activities

 engages in fun and enjoyable

PE1PF-Ia-h-2
physical activities with coordination

Suggested learning activities

 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
SECOND QUARTER/ SECOND GRADING
The learner . . . The learner . . . The learner . . .

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Space Awareness demonstrates understanding of performs movement skills in a  identifies locomotor skills PE1BM-IIa-b-5
space awareness in preparation for given space with coordination. Misosa IV- M1
(Moving in different participation in physical activities. 
directions at  demonstrates moving within a group PE1BM-IIc-e-6
spatial levels) without bumping or falling using Misosa IV- M1
locomotors skills

 executes locomotor skills while PE1BM-IIf-h-7

moving in different directions at Misosa IV- M1
different spatial levels

 engages in fun and enjoyable physical PE1PF-IIa-h-2

activities with coordination

 defines acceptable responses to PE1PF-IIa-h-3

challenges, successes, and failures
during participation in motor fitness
activities

 demonstrates acceptable responses PE1PF-IIa-h-4

to challenges, successes, and failures
during participation in physical
activities

Suggested learning activities

 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
THIRD QUARTER/ THIRD GRADING

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The learner . . . The learner . . . The learner . . .

demonstrates understanding of performs movements of  describes the difference between slow PE1BM-IIIa-b-8
Qualities of qualities of effort in preparation for varying qualties of effort with and fast, heavy and light, free and
Effort participation in physical activities. coordination. bound movements

(Slow and fast,  demonstrates contrast between slow PE1BM-IIIc-d-9

heavy and light, and fast speeds while using Misosa IV -M1
free and bound locomotor skills
movements)
 demonstrates the difference between
heavy and light while moving PE1BM-IIIe-f-10
 demonstrates the difference between
free and bound PE1BM-IIIg-h-11
 engages in fun and enjoyable physical
activities
PE1PF-IIIa-h-2
 describes the characteristics of a
good team player PE1PF-IIIa-h-6

 differentiates sharing from

cooperating PE1PF-IIIa-h-7

 demonstrates the characteristics of

sharing and cooperating in physical PE1PF-IIIa-h-8
activities

Suggested learning activities

 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FOURTH QUARTER/ FOURTH GRADING

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The learner . . . The learner . . . The learner . . .

Movement demonstrates understanding of performs movements in  identifies movement relationships PE1BM-IVa-b-12

Relationships relationships of movement skills in relation to a stationary or
preparation for participation in moving object/person with  demonstrates relationship of PE1BM-IVc-e-13
(Relationship to a physical activities. coordination. movement
moving or
stationary  performs jumping over a stationary PE1BM-IVf-h-14
object/person) object several times in succession, Misosa VI -M1
using forward- and- back and side-to-
side movement patterns

 engages in fun and enjoyable physical

activities PE1PF-IVa-h-2

 manifests interest in participating in

physical activities PE1PF-IVa-h-9

 follows simple instructions and rules

PE1PF-IVa-h-10
 enjoys participating in physical
activities PE1PF-IVa-h-11

Suggested learning activities

 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics

GRADE – 2

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .
Body Shapes
(Straight, curl, demonstrates understanding of body performs body shapes and  describes body shapes and actions PE2BM-Ia-b-1
wide and twisted) shapes and body actions in actions properly.
and Body Actions preparation for various movement  explores body shapes and actions PE2BM-Ic-d-15
(Walking, standing, activities
sitting)  creates body shapes and actions PE2BM-Ie-f-2

 demonstrates momentary stillness in PE2BM-Ig-h-16

symmetrical and asymmetrical Misosa V -M1
shapes using body parts other than
both feet as a base of support

 demonstrates movement skills in PE2MS-Ia-h-1

response to sound and music

 exhibits correct body posture PE2PF-Ia-h-12

Misosa VI M1-
M5

PE2PF-Ia-h-13
 assesses body posture
PE2PF-Ia-h-2
 engages in fun and enjoyable physical
activities

Suggested learning activities

 movement skills activities
(locomotor, non-locomotor and
manipulative skills)
 folk dances (Alitaptap/Rabong)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 relays and races

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
SECOND QUARTER/ SECOND GRADING
Th The learner . . . Th The learner . . . The learner . . .
Locations
(Behind,infront, demonstrates understanding of performs movements  describes movements in a location,
locations, directions, levels, pathways accurately involving locations, direction, level, pathway and plane PE2BM-IIa-b-17
under, over, Misosa IV -M1
personal space, and planes directions, levels, pathways
 moves in:
general space) and planes.
 personal and general space
Directions (linear-  forward, backward, and PE2BM-IIc-h-18
forward and sideward directions PE2BM-IIc-h-18.1
backward, lateral-  high, middle, and low levels PE2BM-IIc-h-18.2
sideward, and  straight, curve, and zigzag PE2BM-IIc-h-18.3
multi-directional) pathways PE2BM-IIc-h-18.4
Levels (High,  diagonal and horizontal
middle, low) planes PE2BM-IIc-h-18.5
Pathways
(Straight, curve,  demonstrates movement skills in
zigzag) and response to sounds and music
Planes (Diagonal, PE2MS-IIa-h-1
horizontal, vertical,  observes correct posture and body
and rotational) mechanics while performing
movement activities PE2PF-IIa-h-14

 engages in fun and enjoyable physical

activities PE2PF-IIa-h-2

Suggested learning activities

 movement skills activities
(locomotor, non-locomotor and
manipulative skills)
 folk dances
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 relays and races

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
THIRD QUARTER/ THIRD GRADING
The learner . . . The learner . . . The learner . . .
Time (slow,
slower, demonstrates understanding of performs movements  describes movements in a location, PE2BM-IIIa-b-17
slowest/fast, movement in relation to time, force accurately involving time, direction, level, pathway and plane
faster, fastest) and flow force, and flow.
Force (light,  moves: PE2BM-IIIc-h-19
lighter,
lightest/strong,  at slow, slower, PE2BM-IIIc-h-19.1
stronger, slowest/fast, faster, fastest
strongest) and pace
Flow (smoothness  using light, lighter, PE2BM-IIIc-h-19.2
of movement) lightest/strong, stronger,
strongest force
 with smoothness PE2BM-IIIc-h-19.3

 demonstrates movement skills in PE2MS-IIIa-h-1

response to sound and music

 engages in fun and enjoyable physical PE2PF-IIIa-h-2

activities

 observes correct posture and body PE2PF-IIIa-h-14

mechanics while performing
movement activities

Suggested learning activities

 movement skills activities
locomotor, non-locomotor and
manipulative skills
 folk dances (Alitaptap/Rabong)
 rhythmic routines (ribbon, hoop,
balls, and any available

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
indigenous/improvised materials)
 relays and races

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FOURTH QUARTER/ FOURTH GRADING
The learner . . . The learner . . . The learner . . .
Person (Invidual,
partner, group), demonstrates understanding of performs movement activities  familiarizes in various movement PE2BM-IV-a-b-20
Objects (ribbon, movement activities relating to involving person, objects, activities involving person, objects, Misosa V -M1
hoop, balls, and any person, objects, music and music and environment music and environment
available environment correctly
indigenous/improvise  moves:
d materials), Sound, PE2BM-IV-c-h-21
Environment (indoor  individually, with partner, Misosa V -M1
and outdoor settings) and with group
 with ribbon, hoop, balls,
and any available PE2BM-IV-c-h-21.1
indigenous/improvised
PE2BM-IV-c-h-21.2
materials
 with sound
 in indoor and outdoor
settings
PE2BM-IV-c-h-21.3
 demonstrates movement skills in PE2BM-IV-c-h-21.4
response to sound
PE2MS-IV-a-h-1
 engages in fun and enjoyable physical
activities
PE2PF-IV-a-h-2
 observes correct body posture and
body mechanics while performing
movement activities PE2PF-IV-a-h-14
Misosa VI -M1
Suggested learning activities
 movement skills activities

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
locomotor, non-locomotor and
manipulative skills
 folk dances (Alitaptap/Rabong)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 relays and races

GRADE – 3

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .
Body Shapes
(Straight, curl, wide demonstrates understanding of performs body shapes and  describes body shapes and actions PE3BM-Ia-b-1
and twisted) and body shapes and body actions in actions properly.
Body Actions preparation for various movement  explores body shapes and actions PE3BM-Ic-d-15
(Walking, standing, activities
sitting)  creates body shapes and actions PE3BM-Ie-f-2

 demonstrates momentary stillness in PE3BM-Ig-h-16

symmetrical and asymmetrical
shapes using body parts other than
both feet as a base of support
 demonstrates movement skills in PE3MS-Ia-h-1
response to sounds and music
 identifies conditioning and flexibility PE3PF-Ia-h-15
exercises that will improve posture

 performs conditioning and flexibility PE3PF-Ia-h-16

exercises that will improve body
posture

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 engages in fun and enjoyable physical PE3PF-Ia-h-2
activities

Suggested learning activities

 movement skills activities
(locomotor, non-locomotor and
manipulative skills)

 folk dances (Tiklos/Kunday-

kunday)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 lead up, organized and
indigenous games
 corrective exercises
SECOND QUARTER/ SECOND GRADING
The learner . . . The learner . . . The learner . . .
Locations
(Behind,infront, under, demonstrates understanding of performs movements  describes movements in a location, PE3BM-IIa-b-17
over, personal space, locations, directions, levels, accurately involving locations, direction, level, pathway and plane
general space) pathways and planes directions, levels, pathways  moves in: PE3BM-IIc-h-18
Directions (linear- and planes. PE3BM-IIc-h-18.1
forward and  personal and general space PE3BM-IIc-h-18.2
backward, lateral-  forward, backward, and
sideward, and multi- sideward directions
PE3BM-IIc-h-18.3
directional) Levels  high, middle, and low levels
(High, middle, low)  straight, curve, and zigzag PE3BM-IIc-h-18.4
Pathways (Straight, pathways
curve, zigzag) and  diagonal and horizontal PE3BM-IIc-h-18.5
Planes (Diagonal, planes
horizontal, vertical, PE3MS-IIa-h-1
and rotational)  demonstrates movement skills in Misosa IV-M1
response to sound

 identifies conditioning and flexibility PE3PF-IIa-h-15

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
exercises that will improve body Misosa V-M1
mechanics

PE3PF-IIa-h-16
 performs conditioning and flexibility Misosa VI-M5
exercises that will improve body
mechanics

 engages in fun and enjoyable physical PE3PF-IIa-h-2

activities
Suggested learning activities
 movement skills activities
(locomotor, non-locomotor and
manipulative skills)
 folk dances (Tiklos/ Kunday-
kunday)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 lead up, organized and
indigenous games
 corrective exercises
THIRD QUARTER/ THIRD GRADING
Time (slow, slower, The learner . . . The learner . . . The learner . . .
slowest/fast, faster,
fastest Force (light, demonstrates understanding of performs movements  describes movements in a location, PE3BM-IIIa-b-17
lighter, lightest/strong, movement in relation to time, force accurately involving time, direction, level, pathway and plane Misosa IV-M1
stronger, strongest) and flow force, and flow.  moves:
and Flow PE3BM-IIIc-h-19
(smoothness of .  at slow, slower,
movement) slowest/fast, faster, fastest PE3BM-IIIc-h-19.1
pace
 using light, lighter,
lightest/strong, stronger, PE3BM-IIIc-h-19.2
strongest force
 with smoothness

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
PE3BM-IIIc-h-19.3

 demonstrates movement skills in PE3MS-IIIa-h-1

response to sound

 engages in fun and enjoyable physical PE3PF-IIIa-h-2

activities

 identifies conditioning and flexibility PE3PF-IIIa-h-15

exercises that will improve body Misosa V-M1
mechanics

PE3PF-IIIa-h-16
 performs conditioning and flexibility Misosa V-M1
exercises that will improve body
mechanics

Suggested learning activities

 movement skills activities
locomotor, non-locomotor and
manipulative skills
 folk dances (Tiklos/ Kunday-
kunday)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 lead up, organized and
indigenous games
 corrective exercises

FOURTH QUARTER/ FOURTH GRADING

The learner . . . The learner . . . The learner . . .
Person (Invidual,
partner, group) demonstrates understanding of performs movement activities  familiarizes in various movement PE3BM-IV-a-b-20
Objects (ribbon, movement activities relating to involving person, objects, activities involving person, objects, Misosa IV-M5
hoop, balls, and any person, objects, music and music and environment music and environment

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
available environment correctly
indigenous/improvised  moves: PE3BM-IV-c-h-21
materials), Sound and  individually, with partner, PE3BM-IV-c-h-21.1
Environment (indoor and with group
and outdoor settings) PE3BM-IV-c-h-21.2
 with ribbon, hoop, balls,
and any available
indigenous/improvised
materials
 with sound PE3BM-IV-c-h-21.3
PE3BM-IV-c-h-21.4
 in indoor and outdoor
settings
 demonstrates movement skills in
PE3MS-IV-a-h-1
response to sounds and music

 engages in fun and enjoyable physical PE3PF-IV-a-h-2

activities
 identifies conditioning and flexibility
PE3PF-IV-a-h-15
exercises that will improve posture
PE3PF-IV-a-h-16
 performs conditioning and flexibility
exercises that will improve body
mechanics

Suggested learning activities

 movement skills activities
locomotor, non-locomotor and
manipulative skills
 folk dances (Tiklos/Kunday-
kunday)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 lead up, organized and
indigenous games
 corrective exercises

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 K TO 12 PHYSICAL EDUCATION

GRADE – 4

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the physical activity PE4PF-Ia-17
physical activity and participation and assessment of performance in physical pyramid Misosa VI-M2
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness
assesses physical fitness PE4PF-Ia-18
Target games
(Tumbang preso,  assesses regularly participation in
tamaang- physical activities based on PE4PF-Ib-h-19
tao/batuhang bola, physical activity pyramid
tatsing),
striking/fielding  explains the nature/background of
games the games PE4GS-Ib-1
(syato/,basagang
palayok, kickball)  describes the skills involved in the
games PE4GS-Ib-2
Note: Games are not
limited to the above  observes safety precautions
listed activities PE4GS-Ib-h-3
 executes the different skills
involved in the game PE4GS-Ic-h-4

 recognizes the value of

PE4PF-Ib-h-20
participation in physical activities

 displays joy of effort, respect for

PE4PF-Ib-h-21
others and fair play during
participation in physical activities

 explains health and skill related PE4PF-Ia-22

fitness components
Misosa VI-M3
 identifies areas for impovement

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS

PE4PF-Ib-h-23
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE4PF-IIa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE4PF-IIa-18
assesses physical fitness
Invasion games  assesses regularly participation in
(agawan base, lawin physical activities based on PE4PF-IIb-h-19
at sisiw, agawan physical activity pyramid
panyo)
 explains the nature/background of
Note: Games are not the games PE4GS-IIb-1
limited to the above
listed activities  describes the skills involved in the
games PE4GS-IIb-2

 observes safety precautions

PE4GS-IIb-h-3
 executes the different skills
PE4GS-IIc-h-4
involved in the game

 recognizes the value of

PE4PF-IIb-h-20
participation in physical activities
Misosa VI-M3
 displays joy of effort, respect for
others and fair play during
PE4PF-IIb-h-21
participation in physical activities

 explains health and skill related

fitness components PE4PF-IIa-22
 identifies areas for impovement

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS

PE4PF-IIb-h-23
THIRD QUARTER/ THIRD PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE4PF-IIIa-17
physical activity and participation and assessment of performance in physical activity pyramid Misosa VI-M2
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness
assesses physical fitness PE4PF-IIIa-18
Folk (Liki/Ba-Ingles),
indigenous, ethnic,  assesses regularly participation in
traditional and physical activities based on PE4PF-IIIb-h-19
creative dances physical activity pyramid

 explains the nature/background of

Note: Dances the dance PE4GS-IIIb-1
available in the area
can be selected.  describes the skills involved in the
dance PE4GS-IIIb-2

 observes safety precautions

PE4GS-IIIb-h-3
 executes the different skills
involved in the dance PE4GS-IIIc-h-4

 recognizes the value of

PE4PF-IIIb-h-20
participation in physical activities
Misosa VI-M4
 displays joy of effort, respect for
others during participation in
physical activities PE4PF-IIIb-h-21

 explains health and skill related

PE4PF-IIIa-22
fitness components
Misosa VI-M3

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 identifies areas for impovement

PE4PF-IIIb-h-23
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE4PF-IVa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE4PF-IVa-18
assesses physical fitness
Folk (Liki/Ba-Ingles),  assesses regularly participation in
indigenous, ethnic, physical activities based on PE4PF-IVb-h-19
traditional and physical activity pyramid
creative dances
 explains the nature/background of
Note: Dances the dance PE4GS-IVb-1
available in the area
can be selected.  describes the skills involved in the
dance PE4GS-IVb-2

 observes safety precautions

PE4GS-IVb-h-3
 executes the different skills
PE4GS-IVc-h-4
involved in the dance

 recognizes the value of

PE4PF-IVb-h-20
participation in physical activities

 displays joy of effort, respect for PE4PF-IVb-h-21

others during participation in
physical activities

 explains health and skill related PE4PF-IVa-22

fitness components Misosa VI-M3

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 identifies areas for impovement
PE4PF-IVb-h-23

GRADE – 5

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE5PF-Ia-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE5PF-Ia-18
assesses physical fitness
Target games
(Tumbang preso,  assesses regularly participation in PE5PF-Ib-h-19
tamaang- physical activities based on the
tao/batuhang bola, Phillipine physical activity pyramid
tatsing),
striking/fielding  explains the nature/background of PE5GS-Ib-1
games the games
(syato/,basagang
palayok, kickball)  describes the skills involved in the PE5GS-Ib-2
games
Note: Games are not
limited to the above  observes safety precautions PE5GS-Ib-h-3
listed activities
PE5GS-Ic-h-4
 executes the different skills
involved in the game
PE5PF-Ib-h-20
 recognizes the value of
participation in physical activities
PE5PF-Ib-h-21
 displays joy of effort, respect for

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
others and fair play during
participation in physical activities
PE5PF-Ia-22
 explains health and skill related Misosa VI-M3
fitness components
 identifies areas for impovement
PE5PF-Ib-h-23
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE5PF-IIa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE5PF-IIa-18
assesses physical fitness
Invasion games  assesses regularly participation in
(agawan base, lawin physical activities based on the PE5PF-IIb-h-19
at sisiw, agawan Phillipine physical activity pyramid
panyo)
 explains the nature/background of
Note: Games are not the games PE5GS-IIb-1
limited to the above
listed activities  describes the skills involved in the
games PE5GS-IIb-2

 observes safety precautions

PE5GS-IIb-h-3
 executes the different skills
PE5GS-IIc-h-4
involved in the game

 recognizes the value of

PE5PF-IIb-h-20
participation in physical activities

 displays joy of effort, respect for PE5PF-IIb-h-21

others and fair play during
participation in physical activities

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS

 explains health and skill related

fitness components PE5PF-IIa-22
Misosa VI-M3
 identifies areas for impovement

PE5PF-IIb-h-23

THIRD QUARTER/ THIRD PERIOD

The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE5PF-IIIa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE5PF-IIIa-18
assesses physical fitness
Folk (Cariñosa/  assesses regularly participation in
Polka sa Nayon), physical activities based on the PE5PF-IIIb-h-19
indigenous, ethnic, Phillipine physical activity pyramid
traditional and
creative dances  explains the nature/background of
the dance PE5GS-IIIb-1
Note: Dances
available in the area  describes the skills involved in the
can be selected. dance PE5GS-IIIb-2

 observes safety precautions

PE5GS-IIIb-h-3
 executes the different skills
PE5GS-IIIc-h-4
involved in the dance

 recognizes the value of

PE5PF-IIIb-h-20
participation in physical activities

 displays joy of effort, respect for PE5PF-IIIb-h-21

others during participation in

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
physical activities

 explains health and skill related

fitness components PE5PF-IIIa-22
 identifies areas for impovement Misosa VI-M3

PE5PF-IIIb-h-23
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE5PF-IVa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE5PF-IVa-18
assesses physical fitness
Folk (Cariñosa/
Polka sa Nayon),  assesses regularly participation in PE5PF-IVb-h-19
indigenous, ethnic, physical activities based on the
traditional and Phillipine physical activity pyramid
creative dances
 explains the nature/background of PE5GS-IVb-1
the dance
Note: Dances
available in the area  describes the skills involved in the PE5GS-IVb-2
can be selected. dance

 observes safety precautions PE5GS-IVb-h-3

PE5GS-IVc-h-4
 executes the different skills
involved in the dance
PE5PF-IVb-h-20
 recognizes the value of
participation in physical activities
PE5PF-IVb-h-21
 displays joy of effort, respect for
others during participation in

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
physical activities

 explains health and skill related PE5PF-IVa-22

fitness components Misosa VI-M3
 identifies areas for impovement
PE5PF-IVb-h-23

GRADE – 6

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE6PF-Ia-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE6PF-Ia-18
assesses physical fitness
Target games  assesses regularly participation in
(Tumbang preso, physical activities based on the PE6PF-Ib-h-19
tamaang- Phillipine physical activity pyramid
tao/batuhang bola,
tatsing),  explains the nature/background of
striking/fielding the games PE6GS-Ib-1
games
(syato/,basagang  describes the skills involved in the
palayok, kickball) games PE6GS-Ib-2

 observes safety precautions

Note: Games are not PE6GS-Ib-h-3
limited to the above
 executes the different skills
listed activities PE6GS-Ic-h-4
involved in the game

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 recognizes the value of
participation in physical activities PE6PF-Ib-h-20

 displays joy of effort, respect for

others and fair play during PE6PF-Ib-h-21
participation in physical activities

 explains health and skill related

fitness components
 identifies areas for impovement PE6PF-Ia-22

PE6PF-Ib-h-23
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE6PF-IIa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE6PF-IIa-18
assesses physical fitness
Invasion games  assesses regularly participation in
(agawan base, lawin physical activities based on the PE6PF-IIb-h-19
at sisiw, agawan Phillipine physical activity pyramid
panyo)
 explains the nature/background of
the games PE6GS-IIb-1

Note: Games are not  describes the skills involved in the

limited to the above games PE6GS-IIb-2
listed activities
 observes safety precautions
PE6GS-IIb-h-3
 executes the different skills
PE6GS-IIc-h-4
involved in the game

 recognizes the value of

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
participation in physical activities PE6PF-IIb-h-20

 displays joy of effort, respect for

others and fair play during PE6PF-IIb-h-21
participation in physical activities

 explains health and skill related

fitness components PE6PF-IIa-22
 identifies areas for impovement
PE6PF-IIb-h-23
THIRD QUARTER/ THIRD PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE6PF-IIIa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE6PF-IIIa-18
assesses physical fitness
Folk (Itik-itik for girls  assesses regularly participation in
and Maglalatik for physical activities based on the PE6PF-IIIb-h-19
boys), indigenous, Phillipine physical activity pyramid
ethnic, traditional
and creative dances  explains the nature/background of
the dance PE6GS-IIIb-1

 describes the skills involved in the

Note: Dances dance PE6GS-IIIb-2
available in the area
can be selected.  observes safety precautions
PE6GS-IIIb-h-3
 executes the different skills
PE6GS-IIIc-h-4
involved in the dance

 recognizes the value of

PE6PF-IIIb-h-20
participation in physical activities

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 displays joy of effort, respect for
others during participation in PE6PF-IIIb-h-21
physical activities

 explains health and skill related

fitness components PE6PF-IIIa-22
 identifies areas for impovement
PE6PF-IIIb-h-23
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . The learner . . .

Assessment of demonstrates understanding of participates and assesses  describes the Phillipine physical PE6PF-IVa-17
physical activity and participation and assessment of performance in physical activity pyramid
physical fitness physical activity and physical activities.
fitness  explains the indicators for fitness PE6PF-IVa-18
assesses physical fitness
Folk (Itik-itik for girls  assesses regularly participation in
and Maglalatik for physical activities based on the PE6PF-IVb-h-19
boys), indigenous, Phillipine physical activity pyramid
ethnic, traditional
and creative dances  explains the nature/background of PE6GS-IVb-1
the dance

 describes the skills involved in the PE6GS-IVb-2

Note: Dances dance
available in the area
can be selected.  observes safety precautions PE6GS-IVb-h-3

PE6GS-IVc-h-4
 executes the different skills
involved in the dance
PE6PF-IVb-h-20
 recognizes the value of
participation in physical activities
PE6PF-IVb-h-21
 displays joy of effort, respect for
others during participation in

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
physical activities

 explains health and skill related PE6PF-IVa-22

fitness components
 identifies areas for impovement PE6PF-IVb-h-23

GRADE – 7

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

Exercise Programs: demonstrates understanding of designs an individualized  undertakes physical activity and PE7PF-Ia-h-23
guidelines and principles in exercise program to achieve physical fitness assessments
Training Guidelines, exercise program design to personal fitness
FITT Principles achieve personal fitness  sets goals based on assessment PE7PF-Ia-24
results
Endurance, Muscle-
and Bone-  identifies training guidelines and PE7PF-Ib-25
strengthening FITT principles
Activities:
a. individual sports  recognizes barriers (low level of PE7PF-Ib-26
1. running fitness, lack of skill and time) to
2. rhythmic exercise
sportive
gymnastics  prepares an exercise program PE7PF-Ic-27
3. swimming
b. dual sports  describes the nature and PE7GS-Id-5
1. badminton background of the sport
2. table tennis
3. tennis PE7GS-Id-h-6
 executes the skills involved in the
c. combative sports
sport

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
1. arnis (anyo)
2. taekwondo  monitors periodically one’s progress PE7PF-Id-h-28
(poomsae) towards the fitness goals
3. karate (kata)
 distinguishes between facts, PE7PF-Id-29
Note: Activities fallacies and misconceptions
dependent on teacher
capability and school  performs appropriate first aid for PE7PF-Id-30
resources. sports-related injuries (e.g.
cramps,sprain, heat exhaustion)
 assumes responsibility for achieving PE7PF-Id-h-31
personal fitness

 keeps the importance of winning and PE7PF-Id-h-21

losing in perspective

SECOND QUARTER/ SECOND PERIOD

The learner . . . The learner . . . The learner . . .
Exercise Programs:
demonstrates understanding of modifies the individualized  undertakes physical activity and PE7PF-IIa-h-23
Training Guidelines, guidelines and principles in exercise program to achieve physical fitness assessments
FITT Principles exercise program design to personal fitness
achieve personal fitness  reviews goals based on assessment PE7PF-IIa-24
Endurance, Muscle-
results
and Bone-
strengthening
Activities:  addresses barriers (low level of PE7PF-IIb-26
a. individual fitness, lack of skill and time) to
sports exercise
1. running
2. rhythmic  describes the nature and PE7GS-IId-5
sportive background of the sport
gymnastics
3. swimming  executes the skills involved in the PE7GS-IId-h-6
sport
b. dual sports
 monitors periodically one’s progress PE7PF-IId-h-28

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
1. badminton towards the fitness goals
2. table tennis
3. tennis  performs appropriate first aid for PE7PF-IId-30
sports-related injuries
c. combative (e.g.cramps,sprain, heat
sports exhoustion)
1. arnis (anyo) PE7PF-IId-h-31
2. taekwondo  assumes responsibility for achieving
(poomsae) personal fitness
3. karate (kata)  keeps the importance of winning and PE7PF-IId-h-32
Note: Activities losing in perspective
dependent on teacher
capability and school
resources.
THIRD QUARTER/ THIRD PERIOD
The learner . . . The learner . . . The learner . . .
Exercise Programs:
demonstrates understanding of modifies the individualized  undertakes physical activity and PE7PF-IIIa-h-23
Training Guidelines, guidelines and principles in exercise program to achieve physical fitness assessments
FITT Principles exercise program design to personal fitness
achieve personal fitness  reviews goals based on assessment PE7PF-IIIa-24
Endurance, Muscle- results
and Bone-
strengthening  addresses barriers (low level of PE7PF-IIIb-26
Activities: fitness, lack of skill and time) to
exercise
Folk (Tinikling)/
indigenous, ethnic,  describes the nature and PE7RD-IIId-1
traditional/ festival background of the dance
dance
 executes the skills involved in the PE7RD-IIId-h-2
dance

 monitors periodically one’s progress PE7PF-IIId-h-28

Note: Dances towards the fitness goals
available in the

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
area can be  performs appropriate first aid for PE7PF-IIId-30
selected. dance-related injuries (e.g.
cramps,sprain, heat exhaustion)

 assumes responsibility for achieving PE7PF-IIId-h-31

personal fitness

 keeps the importance of winning and PE7PF-IIId-h-32

losing in perspective

FOURTH QUARTER/ FOURTH PERIOD

The learner . . . The learner . . . The learner . . .
Exercise Programs:
demonstrates understanding of modifies the individualized  undertakes physical activity and PE7PF-IVa-h-23
Training Guidelines, guidelines and principles in exercise program to achieve physical fitness assessments
FITT Principles exercise program design to personal fitness
achieve personal fitness  reviews goals based on assessment PE7PF-IVa-24
Endurance, Muscle- results
and Bone-
strengthening  addresses barriers (low level of PE7PF-IVb-26
Activities: fitness, lack of skill and time) to
exercise
Folk (Tinikling)/
indigenous, ethnic,  describes the nature and PE7RD-IVd-1
traditional/ festival background of the dance
dance
 executes the skills involved in the PE7RD-IVd-h-2
dance

 monitors periodically one’s progress PE7PF-IVd-h-28

Note: Dances towards the fitness goals
available in the
area can be  performs appropriate first aid for PE7PF-IVd-30
selected. dance-related injuries (e.g.
cramps,sprain, heat exhaustion)

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 analyzes the effect of exercise and PE7PF-IVh-32
physical activity participation on
fitness

 assumes responsibility for achieving PE7PF-IVd-h-31

personal fitness

 keeps the importance of winning and PE7PF-IVd-h-32

losing in perspective

GRADE – 8

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .

Exercise Programs: demonstrates designs a physical activity  undertakes physical activity and PE8PF-Ia-h-23
understanding of program for the family/school physical fitness assessments
Training Guidelines, FITT guidelines and principles in peers to achieve fitness
Principles exercise program design to  conducts physical activity and PE8PF-Ib -32
achieve fitness physical fitness assessments of
Endurance, Muscle- and family/school peers
Bone-strengthening
Activities:  sets goals based on assessment PE8PF-Ia-24
team sports (basketball, results
volleyball, football/futsal,
goalball, softball, baseball)  identifies training guidelines and PE8PF-Ib-25
FITT principles
Note: Activities dependent on  recognizes barriers (low level of
teacher capability and school PE8PF-Ib-26
fitness, lack of skill and time) to
resources. exercise

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 prepares a physical activity program PE8PF-Ic-27

 describes the nature and PE8GS-Id-5

background of the sport

 executes the skills involved in the PE8GS-Id-h-6

sport
 monitors periodically progress
towards the fitness goals PE8PF-Id-h-28

 distinguishes between facts,

fallacies and misconceptions PE8PF-Id-29

 performs appropriate first aid for PE8PF-Id-30

injuries and emergency situations in
physical activity and sport settings
PE8PF-Id-h-31
 assumes responsibility for achieving
fitness
PE8PF-Id-h-33
 displays tolerance and acceptance
of individuals with varying skills and
abilities
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . The learner . . .
Exercise Programs:
demonstrates modifies a physical activity  undertakes physical activity and PE8PF-IIa-h-23
Training Guidelines, FITT understanding of program for the family/school physical fitness assessments
Principles guidelines and principles in peers to achieve fitness
exercise program design to  conducts physical activity and PE8PF-IIa-24
Endurance, Muscle- and achieve fitness physical fitness assessments of
Bone-strengthening family/school peers
Activities: PE8PF-IIb-26
team sports (basketball,  sets goals based on assessment
volleyball, football/futsal, results
goalball, softball, baseball)

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 recognizes barriers (low level of
fitness, lack of skill and time) to PE8GS-IId-h-6
Note: Activities dependent on exercise
teacher capability and school
resources.  prepares a physical activity program PE8PF-IId-h-28

 describes the nature and

background of the sport PE8PF-IId-30

 executes the skills involved in the

sport
PE8PF-IId-h-31
 monitors periodically progress
towards the fitness goals PE8PF-IId-h-28

 distinguishes between facts,

fallacies and misconceptions PE8PF-IId-29
 performs appropriate first aid for
PE8PF-IId-30
injuries and emergency situations in
physical activity and sport settings

 assumes responsibility for achieving

PE8PF-IId-h-31
fitness

 displays tolerance and acceptance of

individuals with varying skills and PE8PF-IId-h-33
abilities

THIRD QUARTER/ THIRD PERIOD

The learner . . . The learner . . . The learner . . .
Exercise Programs:
demonstrates modifies a physical activity  undertakes physical activity and PE8PF-IIIa-h-23
Training Guidelines, FITT understanding of program for the family/school physical fitness assessments
Principles guidelines and principles in peers to achieve fitness
exercise program design to  reviews goals based on assessment PE8PF-IIIa-24
achieve fitness

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
Endurance, Muscle- and results
Bone-strengthening
Activities:  addresses barriers (low level of PE8PF-IIIb-26
fitness, lack of skill and time) to
exercise
team sports (basketball,
volleyball, football/futsal,  describes the nature and PE8RD-IIId-1
goalball, softball, baseball) background of the sport

 executes the skills involved in the PE8RD-IIId-h-2

Note: Activities dependent on sport
teacher capability and school
resources.  monitors periodically one’s progress PE8PF-IIId-h-28
towards the fitness goals

 performs appropriate first aid for PE8PF-IIId-30

dance-related injuries
(cramps,sprain, heat exhaustion)

 assumes responsibility for achieving PE8PF-IIId-h-31

fitness

 displays tolerance and acceptance of PE8PF-IIId-h-33

individuals with varying skills and
abilities
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . The learner . . .
Exercise Programs:
demonstrates modifies a physical activity  undertakes physical activity and PE8PF-IVa-h-23
Training Guidelines, FITT understanding of program for the family/school physical fitness assessments
Principles guidelines and principles in peers to achieve fitness
exercise program design to  reviews goals based on assessment PE8PF-IVa-24
Endurance, Muscle- and achieve fitness results
Bone-strengthening
Activities:  addresses barriers (low level of PE8PF-IVb-26
fitness, lack of skill and time) to

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
Folk Dances with Asian exercise
Influence (Pangalay,
Sakuting, Sua-ku-sua,  describes the nature and
Binislakan) background of the dance PE8RD-IVd-1

Note: Dances  executes the skills involved in the

available in the area dance PE8RD-IVd-h-2
can be selected.
 monitors periodically one’s progress
towards the fitness goals PE8PF-IVd-h-28

 performs appropriate first aid for

injuries and emergency situations in PE8PF-IVd-30
dance (cramps,sprain, heat
exhaustion, dehydration)

 analyzes the effect of exercise and

physical activity participation on PE8PF-IVh-32
fitness

 assumes responsibility for achieving

fitness PE8PF-IVd-h-31

 exerts best effort to achieve positive

feeling about self and others PE8PF-IVd-h-34

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS

GRADE – 9

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner ...

Lifestyle and Weight demonstrates maintains an active lifestyle to  undertakes physical activity and PE9PF-Ia-h-23
Management (physical understanding of lifestyle influence the physical activity physical fitness assessments
activitiy and eating habits) and weight management to participation of the community
promote community fitness  assesses eating habits based on PE9PF-Ia-35
practices healthy eating habits the Philippine Food
that support an active lifestyle Pyramid/MyFoodPlate

Sports Officiating  determines risk factors (obesity,

physical inactivity, poor nutrition, PE9PF-Ia-36
smoking) for major non-
communicable diseases lifestyle-
related (e.g. diabetes, heart
disease, stroke, cancer) PE9GS-Ib-d-37
 officiates pratice and competitive
games PE9PF-Ia-29
 distinguishes among facts, myths
and misinformation associated with
eating habits
PE9PF-Ib-h-38

 monitors periodically one’s progress

towards the fitness goals PE9PF-Ib-30

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PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS

 performs appropriate first aid for

injuries and emergency situations in
physical activity and sports settings
(e.g. cramps, sprain, heat
exhaustion)
 involves oneself in community service
PE9PF-Ie-h-39
through sports officiating and physical
activity programs

 recognizes the needs of others in a

PE9PF-Ie-h-40
real life and meaningful way

SECOND QUARTER/ SECOND PERIOD

The learner . . . The learner . . . The learner ...

Social (community dance, demonstrates maintains an active lifestyle to  undertakes physical activity and PE9PF-IIa-h-23
mixers, festival) understanding of lifestyle influence the physical activity physical fitness assessments
and Ballroom dances and weight management to participation of the community
(Cha-cha, rock and roll) promote community fitness  assesses eating habits based on PE9PF-IIa-35
practices healthy eating habits the Philippine Food
that support an active lifestyle Pyramid/MyFoodPlate

 determines risk factors for lifestyle PE9PF-IIa-36

diseases (obesity, diabetes, heart
disease)

 distinguishes among facts, myths

and misinformation associated with PE9PF-IIb-29
eating habits

 describes the nature and

PE9RD-IIb-1
background of the dance

 executes the skills involved in the

PE9RD-IIb-h-2
dance

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS

 monitors periodically one’s progress PE9PF-IIb-h-38

towards the fitness goals

PE9PF-IIb-h-30
 performs appropriate first aid for
injuries and emergency situations in
physical activity and dance settings
(cramps,sprain, heat exhaustion)
PE9PF-IIg-h-39
 involves oneself in community service
through dance activities in the
community
PE9PF-IIa-h-40
 recognizes the needs of others in a
real life and meaningful way
THIRD QUARTER/ THIRD PERIOD
The learner . . . The learner . . . The learner ...

Social (community dance, demonstrates maintains an active lifestyle to  undertakes physical activity and PE9PF-IIIa-h-23
mixers, festival) understanding of lifestyle influence the physical activity physical fitness assessments
and Ballroom dances and weight management to participation of the community
(Cha-cha, rock and roll) promote community fitness  assesses eating habits based on PE9PF-IIIa-35
practices healthy eating habits the Philippine Food
that support an active lifestyle Pyramid/MyFoodPlate

 determines risk factors for lifestyle PE9PF-IIIa-36

diseases (obesity, diabetes, heart
disease)

 distinguishes among facts, myths

and misinformation associated with PE9PF-IIIb-29
eating habits

 describes the nature and

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
background of the dance PE9RD-IIIb-1

 executes the skills involved in the

dance PE9RD-IIIb-h-2

 monitors periodically one’s progress PE9PF-IIIb-h-38

towards the fitness goals

 performs appropriate first aid for

injuries and emergency situations in PE9PF-IIIb-h-30
physical activity and dance settings
(cramps,sprain, heat exhaustion)

 involves oneself in community service PE9PF-IIIg-h-39

through dance activities in the
community

 recognizes the needs of others in a PE9PF-IIIa-h-40

real life and meaningful way

FOURTH QUARTER/ FOURTH PERIOD

The learner . . . The learner . . . The learner...

Active Recreation demonstrates maintains an active lifestyle to  discusses the nature and background PE9GS-IVa-1
a. Indoor understanding of lifestyle influence the physical activity of indoor and outdoor recreational
1.individual and dual and weight management to participation of the community activities
sports promote community fitness
2. team sports practices healthy eating habits  participates in active recreation PE9GS-IVb-h-3
3. dances that support an active lifestyle
 advocates community efforts to PE9PF-IVb-h-41
b. Out door increase participation in physical
1. Hiking activities and improve nutrition
2. Camping practices

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
3. Orienteering
4. Biking  practices environmental ethics (e.g PE9PF-IVb-h-42
Leave No Trace) during participation
Note: Activities not limited to in recreational activities of the
the above list community

GRADE – 10

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner ...

Lifestyle and Weight demonstrates maintains an active lifestyle to  assesses physical activity, exercise PE10PF-Ia-h-35
Management (physical understanding of lifestyle influence the physical activity and eating habits
activitiy and eating habits) and weight management to participation of the community
promote societal fitness and society  determines risk factors for lifestyle PE10PF-Ia-36
diseases (obesity, diabetes, heart
Active Recreation (sports) practices healthy eating habits disease)
that support an active lifestyle
Suggested activities  engages in moderate to vigorous PE10PF-Ib-h-41
physical activities for at least 60
1. individual and dual minutes a day in and out of school
sports
2. teams sports  applies correct techniques to
3. fitness activities minimize risk of injuries PE10GS-Ib-h-4

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
(strength training,
running and walking  analyzes the effects of media and
for fitness, yoga, technology on fitness and physical PE10PF-Ib-42
group exercises) activity

 critiques (verifies and validates)

media information on fitness and PE10PF-Ib-43
physical activity issues

 expresses a sense of purpose and PE10PF-Ib-h-44

belongingness by participating in
physical activity-related community
services and programs

SECOND QUARTER/ SECOND PERIOD

The learner ... The learner ... The learner...

 Lifestyle and Weight demonstrates maintains an active lifestyle to  assesses physical activity, exercise PE10PF-IIa-h-35
Management (physical understanding of lifestyle influence the physical activity and eating habits
activitiy and eating habits) and weight management to participation of the community
promote societal fitness and society  determines risk factors for lifestyle PE10PF-IIa-36
Active Recreation (sports) diseases (obesity, diabetes, heart
practices healthy eating habits disease)
Suggested activities that support an active lifestyle
 engages in moderate to vigorous PE10PF-IIc-h-41
1. individual and dual physical activities for at least 60
sports minutes a day in and out of school
2. teams sports
3. fitness activities  applies correct techniques to
(strength training, minimize risk of injuries PE10GS-IIc-h-4
running and walking
for fitness, yoga,  analyzes the effects of media and
group exercises) PE10PF-IIb-42

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
technology on fitness and physical
activity

 critiques (verifies and validates) PE10PF-IIb-43

media information on fitness and
physical activity issues
PE10PF-IIc-h-44
 expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs

THIRD QUARTER/ THIRD PERIOD

The learner ... The learner ... The learner...

Other Dance Forms demonstrates maintains an active lifestyle to  assesses physical activity, exercise PE10PF-IIIa-h-35
(Hip-hop, Street dance, understanding of lifestyle influence the physical activity and eating habits
Cheer dance, and weight management to participation of the community
Contemporary dance) promote societal fitness and society  determines risk factors for lifestyle PE10PF-IIIa-36
diseases (obesity, diabetes, heart
practices healthy eating habits disease)
that support an active lifestyle
 engages in moderate to vigorous PE10PF-IIIc-h-41
physical activities for at least 60
minutes a day in and out of school

 applies correct techniques to

minimize risk of injuries PE10GS-IIIc-h-4

 analyzes the effects of media and

technology on fitness and physical PE10PF-IIIb-42
activity

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 critiques (verifies and validates)
media information on fitness and PE10PF-IIIb-43
physical activity issues

 expresses a sense of purpose and PE10PF-IIIc-h-44

belongingness by participating in
physical activity-related community
services and programsrecognizes
the needs of others in a real life
and meaningful way

FOURTH QUARTER/ FOURTH PERIOD

The learner ... The learner ... The learner..

Other Dance Forms demonstrates maintains an active lifestyle to  assesses physical activity, exercise PE10PF-IVa-h-35
(Hip-hop, Street dance, understanding of lifestyle influence the physical activity and eating habits
Cheer dance, and weight management to participation of the community
Contemporary dance) promote societal fitness and society  determines risk factors for lifestyle PE10PF-IVa-36
diseases (obesity, diabetes, heart
practices healthy eating habits disease)
that support an active lifestyle
 engages in moderate to vigorous PE10PF-IVc-h-41
physical activities for at least 60
minutes a day in and out of school

 applies correct techniques to

minimize risk of injuries PE10GS-IVc-h-4

 analyzes the effects of media and

technology on fitness and physical PE10PF-IVb-42
activity

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 K TO 12 PHYSICAL EDUCATION

PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
 critiques (verifies and validates) PE10PF-IVb-43
media information on fitness and
physical activity issues

 expresses a sense of purpose and PE10PF-IVc-h-44

belongingness by participating in
physical activity-related community
services and programsrecognizes
the needs of others in a real life
and meaningful way

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 K TO 12 PHYSICAL EDUCATION

GRADE - 11

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES CODE

STANDARD
FIRST SEMESTER
The learner... The learner... The learner...

H.O.P.E 1 Fitness/Exercise demonstrates performs the activity proficiently  engages in moderate to vigorous PE11PF-00a-p-45
understanding of fitness that leads to a strong desire for physical activities for at least 60
a. Aerobic actiivities and exercise in optimizing independent pursuit minutes a day
one’s health
b. Muscle and Bone  participates in organized fitness PE11PF-00m-p-46
strengthening exercises events

 maintains appropriate levels of

PE11PF-00a-p-47
health related fitness
components

 demonstrates proper ethiquete PE11PF-00a-p -48

and safety in the use of facilities
and equipment

 design a long term plan for self PE11PF-00o-p-49

improvement

 displays joy of effort, respect for PE11PF-00a-p-50

others, fair play, pursuit and the
balance of body, will and mind

 explores one’s potential for PE11PF-00a-p -51

health- and fitness related
career opportunities

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 K TO 12 PHYSICAL EDUCATION

SECOND SEMESTER
The learner... The learner... The learner...

H.O.P.E 2 Sports demonstrates performs the activity proficiently  engages in moderate to vigorous PE11PF-00a-p-45
understanding of sporting that leads to a strong desire for physical activities for at least 60
a. Individual and Dual sports activities in optimizing independent pursuit minutes a day
one’s health
b. Team sports  participates in organized sports PE11PF-00m-p-46
events

 maintains appropriate levels of

PE11PF-00a-p-47
health related fitness
components

 demonstrates proper ethiquete PE11PF-00a-p -48

and safety in the use of facilities
and equipment

 design a long term plan for self PE11PF-00o-p-49

improvement

 displays joy of effort, respect for PE11PF-00a-p-50

others, fair play, pursuit and the
balance of body, will and mind

 explores one’s potential for PE11PF-00a-p -51

health- and fitness related

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 K TO 12 PHYSICAL EDUCATION

career opportunities

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES CODE

STANDARD
THIRD SEMESTER
The learner... The learner... The learner...

H.O.P.E 3 Dance demonstrates performs the activity proficiently  engages in moderate to vigorous PE12PF-00a-p-45
understanding of dancing that leads to a strong desire for physical activities for at least 60
a. Traditional (folk and activities in optimizing independent pursuit minutes a day
ethnic) one’s health
 participates in organized dance PE12PF-00m-p-46
b. Modern and contemporary events

c. Ballroom (recreational and  maintains appropriate levels of

competitive) PE12PF-00a-p-47
health related fitness
components
d. Cheer dance
 demonstrates proper ethiquete PE12PF-00a-p -48

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 K TO 12 PHYSICAL EDUCATION

e. Hip-hop/ street dance and safety in the use of facilities

and equipment
f. Festival dance
 design a long term plan for self PE12PF-00o-p-49
improvement

 displays joy of effort, respect for

PE12PF-00a-p-50
others, fair play, pursuit and the
balance of body, will and mind

 explores one’s potential for

health- and fitness related PE12PF-00a-p -51
career opportunities

FOURTH SEMESTER
The learner... The learner... The learner...

H.O.P.E 4 Recreation demonstrates performs the activity proficiently  engages in moderate to vigorous PE12PF-00a-p-45
understanding of that leads to a strong desire for physical activities for at least 60
a. Aquatics recreational activities in independent pursuit minutes a day
optimizing one’s health
b. Mountaineering (hiking,  participates in organized PE12PF-00m-p-46
trekking, camping, recreational events
orienteering)
 maintains appropriate levels of
PE12PF-00a-p-47
health related fitness
components

 demonstrates proper ethiquete PE12PF-00a-p -48

and safety in the use of facilities
and equipment

 design a long term plan for self PE12PF-00o-p-49

improvement

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 K TO 12 PHYSICAL EDUCATION

 displays joy of effort, respect for PE12PF-00a-p-50

others, fair play, pursuit and the
balance of body, will and mind

 explores one’s potential for PE12PF-00a-p -51

health- and fitness related
career opportunities

Bibliography

K to 12 Curriculum Guide version as of August 2013 PE 60

 K TO 12 PHYSICAL EDUCATION

Alejandro, Reynaldo (1978). Philippine Dance. Vera-Reyes, Inc.

American Red Cross (1991). Life Saving and Water Safety. Blakiston Sons and Co. Philadelphia.
Aquino, Francisca R. Dances for All Occasions. National Book Store, Manila.
Aquino, Francisca R. (1978). Foreign Folk Dances. National Book Store, Manila.
Aquino, Francisca R. Philippine Folk Dances Vols. I, II, III, IV, V and VI. National Book Store, Manila.
Aquino, Gaudencio V. (2003). Effective Teaching, 3rd ed.National Book Store, Manila.
Austin, G. (1994). Swimming for fitness. London A and C Blad Co.
Balajadia-Ducut, Ruth M. and Pangilinan, Diana B. 2006. Manual of Standards for Research. University of the Assumption Press.
Baum, Gartner T. (2000). Measurement for Evaluation in PE. Boston Houghter Mifflin.
Borich, Gary D. (2004). Effective Teaching Methods. 5th ed. New Jersey: Pearson Education, Inc.
Bowe, Franl (1995). Birth to five; Early Childhood Special Education: New York: Delmar.
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Brown, D. D. (2008). Dance and Choreography. New York: Mamiston Publishing.
Bucher, Charles A. (1989). Foundations of Physical Education and Sports 12th edition. Mosby-Year Book, Inc.
Bucher and Krotee (1987). Management of PE and Sport. Missouri Mosby Books.
Bush, P. (2007). All you wanted know about swimming. New Delhi, New Down Press.
Butta, P. (2004). Strategies on Games, tricky and practice. University of Toronto Press.
Butler, R. J. (1996). Sports Psychology in Action. Butterworth Heinemann Ltd.
Byl, J. (2002). Co-Educational Recreational Games. New York Human Kinetics.
Capon, J. (1975). Perceptual motor development. Belmort Ca. Fearon Pittman.
Clarke, Mary Crisp Clement (1981). History of Dance. Obis Publishing, London.
Clement, Annie and Artman, Betty G. (1996).The Teaching of Physical Skills, WCB Brown and Benchwork.
Corbin, C. et. al. (2003). Concept on Fitness and Wellness. Mc Graw Hill Higher Education.
Danny, S. and Swalley N. (2000). Simulation and games as transition change. John Hopkins University Press.
Dauer, Victor P. and Pangrazi, Robert P. (1989). Dynamic Physical Education for Children 9thed.New York: Macmillan Publishing Company.
Diñoso, Clarita P. (1982). Gymnastic Book. Quezon City Rex Bookstore.
Eisner, E. W. (1994). The Educational imagination, Our Design and Evaluation of School Program 3rd edition, New York, Macmillan.
Ellington, H. and Gordon M. (1998). Using Games and Simulations in the Classroom. Jen University, U.K.
Fajardo, Libertad V. (1979). Visayan Folk Dances Vols. I. National Book Store, Manila.
Fajardo, Libertad V. See the World in Dances. National Book Store, Manila.
Francis, M. C. (2006). Principles of Classroom Management. New Jersey Eaglewood Cliffs, Prentice Hall.
Gabao, Larry A. (2007). Dance with Me, PNU Press, Manila.
Gallahue, D. and Ozmun, J. (2002). Understanding motor development 5th edition Human Kinetics, New York.
Garrett, W. (2000). Exercise and Sport Science. Philadelphia USA.

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 K TO 12 PHYSICAL EDUCATION

Gogningco, Leonor O. (1980). Dances of the Emerald Isles. Ben. Lor Publishing, Quezon City.
Gootman, S. A. (2008). Classroom Management. New Jersey Eaglewood Cliffs, Prentice Hall.
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Kinchner, G. (1992). Physical Education for Elementary School Children. W.C. Rrow Publishers.
Klein, Hans T. (2002). The Arts of Interactive Teaching with cases, simulations, games and methods. University of California Press.
Kogar, S. (2004). Step by step: A complete movement education curriculum. Champaign Illinois Human Kinetics.
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Shapiro, S. B. (2008). Dance in the world of change. Sheridan Books USA.

Smith – Autard, Jacqueline (1992). Dance Composition. AJ Black Limited, London.
Smith – Autard, Jacqueline (1992). The Art of Dance in Education. AJ Black Limited, London.
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Waun, D. L. Sports Psychology. New Jersey: Prentice Hall Inc.

K-12 Curriculum Finalization Workshop

August 11-16, 2013
Development Academy of the Philippine, DAP Tagaytay City
PHYSICAL EDUCATION GROUP

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 K TO 12 PHYSICAL EDUCATION

Name Station Position Signature

Dr. Larry A. Gabao Phil. Normal University Vice President

Dr. Salve A. Favila Phil. Normal University Professor

Mr. Lordinio A. Vergara Phil. Normal University Professor

Ms. Stella Marie M. Urbiztondo University of Asia & the Pacific Professor

Mrs. Genia V. Santos DepEd NCR EPS II

Mrs. Adeline Luarez DepEd RO-7 Div. of Mandaue EPS I

Don Bosco Institute of Arts & Science/
Ms. Jo-ann G. Grecia Professor
Don Bosco School-Manila
Mr. Jerry Ymson DepEd RO-CAR Principal

Mrs. Ma. Joan G. Beaniza DepEd RO-6 Div. of Capiz Teacher III

Mrs. Jenny J. Bendal DepEd CO BEE EPS II

Ms. Marivic B. Tolitol DepEd CO BSE EPS II

Ms. Jeremae G. De Guzman Encoder
Mr. Dennis E. Geroca DepEd CO BEE DEMO I

K to 12 Curriculum Guide version as of August 2013 PE 64