Elec Physed 2 - Module 2 - Lesson-1 Cnavalta

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the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
COLLEGE OF
TEACHER EDUCATION
Bayombong Campus
DEGREE PROGRAM BPEd COURSE NO. ELEC PHYSED 2

SPECIALIZATION Elective Subject COURSE TITLE Administration and Management of
Physical Education and Health
Education Programs
YEAR LEVEL 3 TIME FRAME 4.5 Hrs. WK NO. 3 & 4 IM NO. 2
I. UNIT TITLE UNIT II. Physical Education Program
II. LESSON TITLE Lesson 1: Organizational Structure of Physical Education

A. Basic Foundations for a Structure
B. Physical Education Program
C. Activities in the Elementary School Program
D. Activities in the Secondary School Program E. Activities in the Tertiary PE
Program
III. LESSON OVERVIEW
This lesson presents concepts on organizational structure of physical education specifically on

the basic foundations for a structure and the physical education program in general. Further, it
presents the different PE activities in the Elementary, Secondary, and Tertiary Schools.
IV. DESIRED LEARNING OUTCOMES
At the end of the lesson, the students should be able to:

1. illustrate and explain the complete program of physical education; and
2. identify the specific activities included in the PE program.
V. LESSON CONTENT
UNIT II. PHYSICAL EDUCATION PROGRAM
Lesson 1: Organizational Structure of Physical Education
Organization refers to a systematic arrangement of parts for the performance of vital

functions. In this course, Organization and Management of Physical Education, refers to the
structure of the physical education program and the activities systematically arranged based on
a sound philosophy in order to effect positive influences on the total development of the
individual. A well-organized program of activities properly administered assures the full benefits
of clients.
Organization also refers to a group of people who are drawn together by common or
similar goals. Naturally, people begin to form groups if they feel that they can accomplish their
goals when their individual efforts are coordinated. They band together so that their cooperative
effort will lead to the attainment of their goals. In fact, there are as many groups in a community
as there are goals desired in common by individuals.
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educational purposes only and not for commercial distribution.”
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The school is an organization. Within the school are smaller groups organized such as
the different academic classes and other organizations as the Boy Scouts, Girl Scouts, Speech
Choir, Dance Troupes, Sports Clubs, and others.
Basic Foundations for a Structure
Certain principles should be considered in initiating a physical education program. Those

will serve as basic foundations for its structure or framework.
Basic Aim of Physical Education
Physical educators agree that the basic aim of physical education is fitness. It is this
basic aim that sets the direction for what is to be accomplished and helps to determine whether
the effort is approaching the desired goal.
The word “fitness” must be understood well. One might ask, “Fitness for what?” An
educational perspective of this term brings us to the kind individual who develops his full
potential as a human being. Fitness has the following aspects:
1. Physical fitness. It refers to the ability of an individual to perform his daily tasks
efficiently without undue fatigue and has some extra “reserves” in case of
emergency.
2. Social fitness. It is the ability to mingle with different types of people and with interest
and concern for others.
3. Emotional fitness. It refers to the ability of an individual to control his emotions or
feelings.
4. Mental fitness. It is the ability to cope with the common problems of everyday living.
Objectives of Physical Education
The objectives of physical education are drawn out from its basic aim. Physical
education offers a total approach to human development - physical social, emotional, and
mental – through total body movement.
1. Physical development. Through carefully selected physical education activities, an

individual who participates actively will develop and maintain good health and a high
level of physical fitness. The specific components of physical fitness are:
a. Organic Vigor. It refers to cardiovascular respiratory efficiency which
contributes to the ability to resist disease.
b. Endurance. It is the ability to sustain long continued contractions where a
number of muscle groups are used; the capacity to bear or last long in a
certain task without undue fatigue.
c. Strength. It is the capacity to sustain the application of force without yielding
or breaking; the ability to exert effort against a resistance.
d. Muscular power. It is the ability to release maximum force in the shortest
period of time.
e. Agility. It is the ability to change position or direction in space with quickness
and lightness of movement.
f. Flexibility. It is a quality of plasticity; the ability to do wide range of movement.

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g. Balance. It is the ability to control organic equipment neuro-muscularly; a

state of equilibrium
h. Speed. It refers to the ability to do successive movements of the same kind in
the shortest period of time.
2. Social development. Participation in physical education activities provides

opportunities for the development of desirable social traits needed for adjustment to
the social life in general. Some of the worthwhile traits are friendliness, cooperation,
respect for the rights of others, good sportsmanship, leadership and followership,
and honesty in group competition.
3. Emotional development. The informal nature of physical education activities favors

the development of self-expression and emotional mastery. Some emotional traits
that can be developed are self-confidence, self-control, self-reliance, courage and
determination.
4. Mental development. Through participation in physical education activities, the

individual develops his mental capacities as he learns the mechanical principles
underlying movement, as he acquire knowledge and understanding of rules and
strategies of games and sports and as he discovers ways of improving his
movements in gymnastics and dance.
Physical Education Program
The physical education program in all levels is composed of two closely related areas:
the regular class or instructional program and the extra-class or recreational program.
The regular class or instructional program is carried on during the scheduled physical
education period and attendance is required. Skills development is the main focus of the
program. The skills are used in meaningful activities which are full of fun and enjoyable. The
instructional program consists of:
1. Core activities. These are the skills and skills activities that are needed to carry out the
objectives of the program.
2. Related activities. These are sometimes called enrichment activates from allied areas in
the curriculum such as those in Social Studies, Mathematics, Music, among others.
3. Adaptive activities. These refer to those activities especially adapted to the needs of
children who deviate from the normal, such as the gifted, the slow learners, the culturally
underprivileged children, and those with handicapping conditions.
The extra-class or recreational program is an extension of the instructional program

because it provides the opportunity for students to practice further or apply the skills learned in
the scheduled class period. Attendance to this program is voluntary. In view of this, the program
of activities must be attractive to motivate participation also of the more academically inclined
children. The activities in the program include the following:
1. Intramurals. It refers to competitions of teams or individuals within the school such as

dance intramurals, gymnastic intramurals, volleyball intramurals, and the like.
2. Extramurals. It refers to competitions of teams from different school, examples of which
are the unit meets, district meets, regional meets, etc.
3. Field mass demonstration. It is a kind of activity where most if not all the pupils or
students take part for the purpose of informing the public of the activities in physical
education.

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4. Exhibition groups. These are special groups specially trained for certain occasions as
programs, meetings, etc.
A Learning Continuum
A learning continuum is a sequential and/or logical arrangement of skills, objectives,

competencies, or expectancies in a specific area of learning. A knowledge of how to organize or
develop a learning continuum is very essential for a teacher in order for him to be able to
provide a continuity of learning experiences for the learners. It is generally recognized that each
learner has different prerequisite skills as he attempts to learn a new activity (Gagne, 1970). A
learning continuum can be very useful in determining the point of entry for his particular class or
individual learners after diagnostic tests have been administered.
A theoretical construct or model of a broad learning continuum for the physical education
program is shown on the next page. From, this model a teacher can have an idea of how to
develop a specific learning continuum, such as a dance learning continuum, volleyball learning
continuum, and the like.
Refined Skills
- demonstrated by varsity play ers
and professional performers
Higher Skills
- used in play days, sports fests, competitions,
recreation, etc.
Special Skills
- used in gymnastics, dance activities, games and
sports
Basic Movement Skills

- Locomotor movement, Non
-locomotor movements, and
Manipulative skills
Perpetual Motor Learnings

- Directionality: Right- Left discrimination, forward, sideward, etc
- Spatial orientation (use of space)
- Laterality: unilateral, bilateral, cross
-lateral
- Balance
- Eye-hand; eye-foot; ear-foot;ear-hand, coordination
A Board Learning Continuum for the Physical Education Program
The ladder-type construct presented shows a broad base or foundation for the
development of skills.
1. Perceptual-motor learnings. This the first step or rung of the ladder which constitutes
competencies which should be developed as early as the earliest school life of the child.
Perceptual-motor learning as a learning activity area used to be for slow learners in special
education classes but it is now being adopted in the regular physical education program.
This is based on the postulate that if neuro-muscular ordination can hasten or facilitate
mental development perceptual-motor learning should also be provided for the normal and
gifted children in order for them to benefit from such learning experiences.

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2. Basic movement skills. Starting to go up the ladder the child is now ready to develop the
basic movement skills which are the locomotor, non-locomotor, and manipulative skills.
3. Special skills. The next step are the special skills such as the skills in dance, gymnastics,
games, and sports.
4. Higher skills. A mastery of special skills will lead the learner to the next rung of the ladder
which are the higher skills. These skills are used in intramurals, play days and other
recreational pursuits.
5. Refined skills. These are demonstrated by professionals or experts in their own field.
Activities in the Elementary School Program
The specific activities in the elementary school program are classified in six (6) main
categories as (1) Developmental Activities, (2) Simple Games (sometimes called Group
Games), (3) Rhythmic Activities, (4) Educational Gymnastics, (5) Sports-type Games (often
called Leadup Games), and (6) Athletic Sports.
Activities in the Physical Education Program
CATEGORIES OF SPECIFIC ACTIVITIES

ACTIVITIES
A. Developmental activities (1) Perceptual Motor Activities, (2) Posture and Body
Mechanics, and (3) Basic Movement Skills
B. Simple games (1) Story Plays, Simple Organized Games, and Relays and
Races
C. Rhythmic activities Fundamental rhythms, Rhythmic Interpretations, Singing
Games, Folk Dances, and Other Dance Forms: jazz,
modern, social and ballroom.
D. Gymnastics (1) Self-Testing stunts, tumbling pyramid-building, (2)
Conditioning exercises; isotonic, isometric, aerobic and (3)
Apparatus Exercises: light equipment, heavy apparatus
E. Sports skills activities (1) Volleyball type games, (2) Softball type games, (3)
Basketball type games, and (4) Soccer-type games.
F. Athletic sports Team Sports: Volleyball, Softball, Basketball, and Soccer
Individual- Dual Sports: Badminton, Table Tennis, Lawn
Tennis, Bowling, Archery, and
Sipa
Track and Field
Swimming (optional)
A. Developmental Activities
The activities included under this category are the simple or basic types that contribute to
the normal growth and development of the children and which enhance the acquisition of further
skills. Specifically, these are:

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1. Perceptual-motor learnings - These develop neuro - coordination for the child to attain a
certain degree of competency in managing his own body.
2. Posture and body mechanics – Posture refers to the habitual or assumed alignment of the
main segments of the body while standing, sitting, or lying position. Body mechanics is the
use of the body which has its basis in good posture. Everyday activities as picking up
something, going up and down the stairs, opening doors or windows, among others are
examples of activities which need application of the principles of good body mechanics.
3. Basic movement skills. These include locomotor, non-locomotor, and manipulative activities.
B. Simple Games
These are games with simple rules. Since they are often played in groups they are often
called group games. These are:
1. Story plays. These are activities wherein young children use their gross bodily movements in
their interpretation of a make believe story or incident in their life.
2. Simple organized games. A game of this kind is the meaningful application of a basic
movement skill or skills such, as walking, running, jumping, hopping, skipping, leaping,
sliding, and galloping.
3. Relays and races. A relay race is a special form of a simple organized game which involves
the competition of two or more groups or teams.
C. Rhythmic Activities
These refer to activities in which the child responds physically, mentally, and emotionally
to rhythm or music.
1. Fundamental rhythms. Combinations of locomotor movements which are organized

and structured with patterns of movements are fundamental rhythms.
2. Rhythmic interpretations. These are activities wherein the child interprets his own
conception of the movements of nature, animals, real or imaginary characters,
mechanical objects, and activities. Purely imitative movements done rhythmically are
called mimetic rhythm. Rhythmic movements done to portray the thoughts or ideas in
a nursery rhyme, poem, song, or story are called dramatized rhythm.
3. Singing games. When an activity has both the song and game elements it is called a
singing game.
4. Folk dances. These are traditional dances that express the thoughts, ideas and
feelings of a group of people.
5. Other dance forms. These include dance mixers, jazz, modern dance, social and
ballroom dancing.
D. Educational Gymnastics
These are systematic bodily exercises or feats performance, which are based on
scientific principles. These include:
1. Self- testing activities. These are activities or feats of performance wherein an

individual can test his ability to perform a difficult activity. Under this heading are: a.
Stunts. The types of stunts are:
Individual stunt: duck walk, dog run, crab walk, coffee grinder
Dual or couple stunt: Chinese get-up, wring the dish rag; wheelbarrow

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Group stunt: walking chair skin the snake, merry-go-round

Combative stunt: rooster fight, tug of war, Indian hand wrestle
Stunt race: any stunt conducted in the form of a race or competition.
b. Tumbling. Anybody rolling movements. Examples are: forward roll, backward roll,
cart-wheel, egg roll.
c. Pyramid-building - a grouping of two or more individuals who are in a symmetrical
position as a test on the ability to hold one-self in a certain position within a
minute or two.
2. Conditioning Exercises. These are exercises which are aimed primarily to tone up
and strengthen the muscles for the improvement and maintenance of physical
fitness. Three types of exercises are:
a. Isotonic exercises - when the muscles are made to do some contractions to gain
tonus. Examples are calisthenics or freehand exercises and exercises with
equipment.
b. Isometric exercises - when the muscles are under go tension without contraction
and held in a certain position for some time in order to develop muscle strength.
c. Aerobic exercises - when very vigorous movements are performed such as brisk
walking, jogging, running, skipping and the like and the body experiences fast
breathing so that the muscles the heart and lungs are exercised.
3. Apparatus Exercises. These are exercises performed with light equipment such as
rings, wands, dumb-bells, or balls; also exercises performed on heavy apparatuses
such as balance beams, vaulting horse, trampoline, parallel bars, among others
E. Sports - Type Games
These types of games are sometimes called lead-up games or games of high
organization. These have more complicated rules than the group games played in the lower
elementary level. They involve the skills used or needed in a particular sport. Sometimes they
are specifically classified as volleyball-type games, softball-type games, basketball-type games,
and soccer-type games.
F. Athletic Sports
These activities refer to the traditional games or sports which are highly organized and
which are governed by rules and regulations. These include:
1. Team sports - volleyball, softball, basketball, soccer, baseball, little league baseball.
2. Individual Dual sports - badminton, table tennis, sipa, bowling, lawn tennis, archery
pelota.
3. Track and Field - consists of track events such as sprints, runs, relays and field
events such as long jump, high jump, discus throw, javelin throw, shot put.
4. Swimming - is optional and may be included in the program of schools which have
swimming.
Activities in the Secondary School Program
Physical education is one of the subject components of Youth Development Training

(YDT) in the secondary school curriculum. Continuing the work in the elementary grades, the
students are expected to have mastered the basic skills and developed the special skills needed
for physical fitness and recreational skills. There are four general categories included in the
program, namely:

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A. Physical Fitness or Conditioning Exercises B. Gymnastics C. Dance D. Games and

Sports
The first three categories stand as units for the learning experiences. Games and sports
are further broken down into more specific learning units such as:
1. Volleyball 7. Lawn tennis

2. Basketball 8. Sipa/Sepak Takraw
3. Softball 9. Archery
4. Soccer 10. Martial Arts (Arnis/Judo/Karate)
5. Badminton 11. Track and Field
6. Table Tennis 12. Swimming
The physical fitness testing program is conducted at the beginning of the school year in
order for the students to identify their strengths and weaknesses. The results are also used by
the physical education teacher in the selection of activities as well teaching strategies. At the
end of the school year the physical fitness tests are again administered in order to find out
improvements gained, if any.
Gymnastics as a unit in the program of physical education in the high school is given
more emphasis in the first year than in the higher years. Educational gymnastics is the type
needed in the school program, not competitive or exhibition gymnastics. It has been a common
observation that physical education teachers have been focusing their activities towards the
development of gymnasts for competition. Educational gymnastics which include self-testing
activities or stunts, rhythmic exercises, and simple apparatus activities such as balance beam
exercises are suitable for the young high school students who are in their early adolescent
years. The forward and backward rolls, the cartwheel, the split, and heavy apparatus exercises
should only be for the potential gymnasts trained for exhibition or competition.
Dance as a unit in the secondary physical education program is an extension of

Rhythmic Activities in the elementary curriculum. The adolescent may now be taught more folk
dances, both native and foreign, modern dance, jazz dance, and social and ballroom dancing.
Given the most emphasis in the physical education program is the teaching of sports. The
fundamental skills included in a specific sport should first be learned and practiced or mastered
before a student gets into the real sport. Lead-up or sports-type games are also enjoyable
activities wherein the first and second year students may participate as they practice or refine
the skills required in the real game.

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Activities in the Tertiary PE Program
Tertiary PE Program Standards
Outcomes of the Tertiary PE program:
1. Active and Healthy Living. This outcome is achieved through the adaptation of movement
competencies to physical activity pursuits. Movement competency and confidence allows the
learner to engage in a variety of moderate-to-vigorous physical activities resulting in
improvements in one's fitness levels as well as optimizing health by way of reducing health
risk factors (i.e., physical inactivity, sedentary behaviors, and stress). As part of healthy
living, food and beverage consumption patterns are periodically evaluated based on dietary
recommendations for the purpose of building healthy eating habits.
2. Advocacy and Action. At the individual level, this outcome is achieved through periodic
evaluation of the learner's (a) physical activity levels, (b) fitness levels, and (c) dietary/eating
patterns. Such evaluation is aimed at enhancing awareness and personal responsibility for
making healthy choices (i.e., taking action). At the school and/or community level, the
learner is provided with and/or seeks opportunities for participation in and/or lead (e.g.
organize) physical activity related events (e.g. intramurals, PA-based clubs, fitness and
wellness activities, etc.). These opportunities enable them to interact with and positively
influence others (i.e., advocacy).
Standards Outcomes
Active and Healthy Living 1. Participate in moderate to vigorous physical activities

(MVPAs) in accordance with national and global
recommendations on physical activities for health.
2. Adapt movement competencies to independent
physical activity pursuits that are health-enhancing
and personally rewarding.
3. Monitor progress and evaluate achievement of
personal fitness and dietary goals.
4. Practice empathy, fair play; show respect for differing
abilities (i.e., diversity) through
interpersonal communication skills and emotional
regulation during PA participation.
5. For sports, apply basic tactics (e.g. defense, offense,
transition) in game situations.
Advocacy and Action 1. Devise, apply and assess a range of strategies (i.e.,
exercise program design; goal-setting; periodic
evaluation) to improve one's physical activity
performances and those of others.
2. Enhance and advocate for one's personal and others'
fitness, safety and well-being through physical activity
participation and/or leadership.
3. Promote practical and creative interventions that will
create community connection and contribute to the
health and well-being of the school and/or larger
community.

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Program Scope and Guidelines
The Tertiary Physical Education Program shall consist of the following Physical Education
courses with a total of 8 units (2 units each). PE 1 (PATHFit 1) and PE 2 (PATHFit 2) are the core or
foundation courses for PE 3 and 4 (PATHFit 3 & 4).
1. PE 1 - Physical Activities Toward Health and Fitness 1 (PATHFit 1): Movement Competency
Training
2. PE 2 - Physical Activities Toward Health and Fitness 2 (PATHFit 2): Exercise-based Fitness
Activities
3. PE 3 - Physical Activities Towards Health and Fitness 3 (PATHFit 3) Any of the following:
a. Dance (menu of courses)
b. Sports (menu of courses)
c. Martial Arts (menu of courses)
d. Group Exercise (e.g. aerobics, yoga, running for fitness, etc)
e. Outdoor and Adventure Activities
4. PE 4 - Physical Activities Towards Health and Fitness 4 (PATHFit 4)

Any of the following
a. Dance (menu of courses)
b. Sports (menu of courses)
c. Martial Arts (menu of courses)
d. Group Exercise (e.g. aerobics, yoga, running for fitness, etc)
e. Outdoor and Adventure Activities
The achievement of course outcomes will also be facilitated through participation in moderate to
vigorous physical activities outside of PE Classes.
Class size is dependent on the nature of the physical activity. HEIs are required to undertake
precautions to ensure the students' safety during movement performance and that there is adequate
equipment and space.
The marks or PE grade shall be included in the computation of General Weighted Average
(GWA)
for all students, especially for scholastic honors.
No student shall be allowed to take more than one PE course per semester.
There shall be no exemptions in PE. Students with Additional Needs ' (SWANs) and students
with prohibitive medical conditions that have been diagnosed by a physician shall have the teaching-
learning activities modified accordingly to suit their needs and abilities,
Under no circumstances shall PE be substituted for other courses or activities (e.g. varsity).
There shall be adequate facilities and equipment relevant to the PE courses.

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Completion of PE courses shall be a requirement for graduation.
Description of PATHFit Courses
1. PE 1: Physical Activities Toward Health and Fitness 1 (PATHFit 1): Movement Competency
Training
This course reintroduces the fundamental movement patterns that consist of non-locomotor
and locomotor skills, which are integrated with core training to meet the demands of functional
fitness and physical activity performance. Emphasis will be on exercise regression and progression
for the enhancement of fitness and the adaptation of movement competencies to independent
physical activity pursuits. In conjunction with fitness concepts, exercise and healthy eating
principles, periodic evaluation of one's level of fitness and physical activity, as well as eating
patterns will be conducted to monitor one's progress and achievement of personal fitness and
dietary goals.
2. PE 2: Physical Activities Towards Health and Fitness Activities (PATHFit 2): Exercise-based Fitness
This course builds on the foundation of motor skills achieved through core training. It will
provide experiences in a variety of exercise programs for the purpose of maintaining and enhancing
cardiorespiratory and musculoskeletal fitness (i.e., core stability, muscle strength, endurance and
power). It includes speed and agility training with a focus on body coordination and balance. ln
conjunction with fitness concepts, exercise and healthy eating principles, learners will be able to
enhance their fitness through goal setting and application of the exercise principles (i.e., frequency,
intensity, time, type, progression, and volume); adapt their movement competencies to independent
physical activity (PA) pursuits and periodically evaluate their PA and eating patterns to monitor their
progress and achievement of personal fitness and dietary goals.
3. PE 3: Physical Activities toward Health and Fitness 3 (PATHFit 3) Menu of Dance, Sports, Martial
Arts, Group Exercise, Outdoor and Adventure Activities
Template
(Name of activity) is a (nature of the activity/game objective). It involves the fundamental

techniques that include ___________. Through skills training exercise drills game play and
independent or self-directed PAS, fitness levels will be enhanced. In conjunction with this, fitness
levels, PA participation and dietary/eating patterns are evaluated to monitor one's progress and
achievement of personal fitness and dietary goals.
a. SampIe for Sport (Basketball)
Basketball is a game played opposing by two teams hoop who score points by getting
the ball into the opposing team’s hoop or basket. Players by move the ball by dribbling and
passing. This course tackles the fundamental skills of the sport that include footwork, ball control
(dribbling, passing, shooting), individual moves (offense and defense), basic team offense and
defense. Through skills training, game play and independent pursuits of physical activity (PA),
fitness levels will be enhanced. PA and eating habits are also periodically evaluated to monitor
one's progress and achievement of personal fitness and dietary goals.
b. Sample for Martial Arts (Taekwondo)
Taekwondo is a Korean martial art turned modem Olympic sport emphasizing kicking
techniques from a mobile stance. The course provides instruction and practice in the differing

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techniques necessary for white-belt degree for the learner to experience taekwondo as a
combination of sport, exercise, self-defense and/or combat, and philosophy. Through
taekwondo, the course:
i. Challenges one's current capabilities through developmentally appropriate physical

activity (PA) experiences for the improvement and maintenance of fitness levels;
ii. Provides game situations and/or sparring sessions for the adaptation, transfer and
improvisation of movement skills, sporting techniques and tactics;
iii. Periodically evaluates one's PA and eating habits as bases for personal goalsetting,
planning and participation in self-directed PAs;
iv. Provides opportunities for success through developmentally competitive
experiences.
4. PE 4: Physical Activities toward Health and Fitness 4 (PATHFit 4) Menu of Dance, Sports, Martial
Arts, Group Exercise, Outdoor and Adventure Activities
Please refer to PATHFit 3

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VI. LEARNING ACTIVITIES
A. Physical Education in general has its aims and objectives. Discuss them by giving specific
examples on how you attained each from your own experiences from your PE subjects.
Present your answers in a tabular form. (15 points)
Aims or Objectives Experiences
B. Based on your readings, list down specific activities in each category that you experienced in
your Elementary and Secondary School PE Programs and discuss at least one activity per
category how your teacher administered it. After which, please make a brief and honest
assessment of your Elementary and Secondary schools' compliance with the concepts of the
PE Programs. Further, what can you suggest to improve the conduct of the different PE
activities in your school? (40 points)
Elementary School Program (3 points/item: 18 points)
CATEGORIES OF ACTIVITIES SPECIFIC ACTIVITIES

1. Developmental activities
2. Simple games
3. Rhythmic activities
4. Gymnastics
5. Sports skills activities
6. Athletic sports
Secondary School Program (3 points/item: 12 points)
CATEGORIES OF ACTIVITIES SPECIFIC ACTIVITIES

1. Physical Fitness or Conditioning
Exercises
2. Gymnastics
3. Dance

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4. Games and Sports
(10 points)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
C. Assess your Tertiary PE Program by completing the table below. Determine your level of
satisfaction with the different PE activities using the following scale: 4 – very satisfied, 3 –
satisfied, 2 – dissatisfied and 1 – very dissatisfied. Compute the average and discuss it by
presenting concrete examples to support your level of satisfaction. (20 points)
(3 points/item: 12 points)
Subject No./ Activities (be Extent of
Subject Title specific) Satisfaction
AVERAGE
(8 points)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubrics:
Criteria for Points:
Criteria %
Completeness (all expected answers are mentioned) 45

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Depth/substance (content and organization) 45

Grammar 10
100
Format:
Font Style : Arial

Font size : 11
Margin : 1 inch on all sides
Document size : Folio (8.5"x 13")
Space : Single but double space every start of a paragraph.
PS: Do not forget to indicate your complete name, course, year, section, and class schedule
inside the file.
VII. ASSIGNMENT
List at least three (3) activities at home where you can apply your learnings in Physical
Education from school.
VIII. EVALUATION
Short quiz (30 points)
IX. REFERENCES
(2010). Sport administration manual. Stuttgart, Germany: International Olympic Committee.
Andin, Carmen T. (1985). Organization and management of physical education and sport.
Manila: Rex Book Store.
Bookwalter, K.W. (2013). The objectives of physical education.

Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/23267240.1934.10620676?journalCode=uj
rd16
Sawyer, T. & Judge, L.(2012). The management of fitness, physical activity, recreation, and
sport. Urbana, Il.: Sagamore Publishing.

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RepublicIM

ofNO.: IM- ELEC PHYSED 2-1STSEM-2020-2021

DEGREE PROGRAM BPEd COURSE NO. ELEC PHYSED 2

I. UNIT TITLE UNIT II. Physical Education Program

II. LESSON TITLE Lesson 1: Organizational Structure of Physical Education

III. LESSON OVERVIEW

This lesson presents concepts on organizational structure of physical education specifically on

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

UNIT II. PHYSICAL EDUCATION PROGRAM

Lesson 1: Organizational Structure of Physical Education

Organization refers to a systematic arrangement of parts for the performance of vital

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Basic Foundations for a Structure

Certain principles should be considered in initiating a physical education program. Those

Basic Aim of Physical Education

Objectives of Physical Education

1. Physical development. Through carefully selected physical education activities, an

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g. Balance. It is the ability to control organic equipment neuro-muscularly; a

2. Social development. Participation in physical education activities provides

3. Emotional development. The informal nature of physical education activities favors

4. Mental development. Through participation in physical education activities, the

Physical Education Program

The extra-class or recreational program is an extension of the instructional program

1. Intramurals. It refers to competitions of teams or individuals within the school such as

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A learning continuum is a sequential and/or logical arrangement of skills, objectives,

Basic Movement Skills

Perpetual Motor Learnings

A Board Learning Continuum for the Physical Education Program

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Activities in the Elementary School Program

Activities in the Physical Education Program

CATEGORIES OF SPECIFIC ACTIVITIES

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1. Fundamental rhythms. Combinations of locomotor movements which are organized

1. Self- testing activities. These are activities or feats of performance wherein an

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Group stunt: walking chair skin the snake, merry-go-round

E. Sports - Type Games

Activities in the Secondary School Program

Physical education is one of the subject components of Youth Development Training

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A. Physical Fitness or Conditioning Exercises B. Gymnastics C. Dance D. Games and

1. Volleyball 7. Lawn tennis

Dance as a unit in the secondary physical education program is an extension of

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Activities in the Tertiary PE Program

Tertiary PE Program Standards

Outcomes of the Tertiary PE program:

Active and Healthy Living 1. Participate in moderate to vigorous physical activities

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Program Scope and Guidelines

4. PE 4 - Physical Activities Towards Health and Fitness 4 (PATHFit 4)

There shall be adequate facilities and equipment relevant to the PE courses.

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Completion of PE courses shall be a requirement for graduation.

Description of PATHFit Courses