FINAL MATATAG PE and Health CG 2023 Grades 4-10

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue, Pasig City
MATATAG K TO 10 CURRICULUM
OF THE K TO 12 PROGRAM
PHYSICAL EDUCATION & HEALTH

GRADES 4 - 10
MATATAG Curriculum: Physical Education and Health (Grades 4-10) August 2023
PHYSICAL EDUCATION & HEALTH SHAPING PAPER

Rationale
In the recent review of the intended curriculum for MAPEH, it was noted that almost half of the learning competencies in each
of the MAPEH components have implicit skills. In general, this means that not all the prerequisite skills were taught as necessary.
Some Learning Competencies (LCs) found in the Curriculum Guides of Music and Arts Curriculum were structurally flawed (e.g.,
double-barreled objectives). Some were inconsistent in the use of the verb form whether it should be in the present tense or
imperative mood. Several LCs were redundant because they were found in two or more grade levels. Finally, many of the LCs were
not developmentally appropriate for the intended learners.
In responding to the challenges aforementioned, it is critical to think of solutions that would allow the teachers to be more
responsive in the task of instructional delivery. Through knowledge, comprehension, and application of sustainable creative
practices within the community and for the environment, the Music and Arts curriculum will ultimately enable learners to be
flexible and resilient. On the other hand, because good health is essential for effective learning and academic achievement, the
Physical Education and Health curriculum will instill habits of lifelong, healthy, and active living based on an integration of
cognitive, psychomotor, and affective skills.
Through movement-based learning experiences and challenging but enjoyable physical activities in Physical Education and
Health, learners will acquire both the mindset and the skills for lifelong physical activity participation as a means to optimize their
health. Through Music and Arts, the learners will understand the process of preserving history and critically reflecting on culture,
through the continuous creation of various art practices that are neither tied to nor confined to tradition. Thus, the MAPEH
curriculum would not only be relevant but would also be meaningful in achieving a holistic kind of education.
Revisions made in the Physical Education and Health curriculum are deemed necessary to adapt to current educational demands
and challenges as well as to respond to the needs of the learners while anticipating current realities and future scenarios. Thus,
this revision of the curriculum is essential to ensure up-to-date information and trends on maintaining good health, adapting to
changing health needs, incorporating new technologies, and developing health habits that will last a lifetime.
1
One of the features of the revised curriculum is the merging of concepts of Physical Education (P.E.) and Health which is
becoming increasingly popular, especially in other countries including Australia, Japan, Canada, China, Germany, and the United
Kingdom. This is due to the recognition that these two subjects are interconnected and that a holistic approach to wellness is
necessary for students to develop healthy habits and lifestyles. The following are the justifications for merging these two fields:
1. It helps students understand the interconnectedness between their physical health and overall well-being. By learning about
physical fitness, nutrition, mental health, and other aspects of health, students can develop a holistic understanding of how
to maintain a healthy lifestyle (Jones and Kim, 2020).
2. It provides a more comprehensive educational experience. Students can learn practical skills for exercise and sports while
also learning how to make healthy choices in their daily lives.
3. It helps schools maximize their resources and time. Rather than teaching physical education and health education as
separate subjects, teachers can integrate the two and cover more materials in each period. Also, combining physical
education and health education can help address public health issues, such as rising rates of obesity and chronic disease.
By educating students about healthy habits and lifestyles, schools can help promote healthier communities overall (Hossain,
Kawar, & Nahas, 2007; Lobstein, 2011).
4. It promotes a holistic approach to wellness. Physical education and health education are complementary subjects that
address different aspects of wellness. Physical education focuses on developing physical fitness and motor skills, while
health education covers various topics, including nutrition, disease prevention, mental health, and personal safety. By
combining the two subjects, students can develop a more comprehensive understanding of what it means to be healthy and
how to achieve optimal wellness (Chandler McKean, 2019).
5. Combining physical education and health education also provides opportunities for interdisciplinary learning. For example,
students can learn about the relationship between physical activity and mental health or the importance of nutrition for
physical performance. (Kim and Martinez, 2018).
6. A study on implementing wellness in physical education showed a new approach to curricula and combined previously
separated health and wellness and physical education to create a wellness education (Chandler McKean, 2019).
7. Health and physical education (HPE) can and has proven to promote health in children and youth and provide students
with the ability to know how to be well in all aspects - emotionally, physically, intellectually, spiritually, and socially (Kilborn,
2016).
8. In health and physical education, students develop the knowledge, understanding, and skills to support them to be resilient,
develop a strong sense of self, build and maintain satisfying relationships, make health-enhancing decisions in relation to
2
their health and physical activity participation, and to develop health literacy competencies to enhance their own and others’
health and well-being. (Australian Curriculum, Assessment & Reporting Authority, 2012, p. 2).
9. Research suggests that “HPE should be embraced in all schools for its ability to offer opportunities in a holistic manner”
(Lynch, 2015c).
10. Health, physical education, and recreation are allied and closely interrelated fields and should be coordinated in the best
interests of the community (The International Council for Health, Physical Education, & Recreation, 1971).
11. Interdisciplinary learning, the educational process where two or more subject areas are integrated together, enhances what
students learn and allows teachers to make the curriculum more relevant (Chandler McKean, 2019).
12. Integrating physical activity and health and wellness in P.E. will create a fun, engaging environment where educators want
to teach and students want to learn (Cone, Citation1998).
13. In 1994, the nomenclature of the key learning area was officially changed from “Physical Education” to “Health and Physical
Education,” and a holistic sociocultural approach was adopted. Thorpe (2003) describes this period as influenced by “crisis”
discourse, which was believed to have had a cultural meaning (Tinning & Fitzclarence, 1992).
14. Literature recommends connecting the curriculum (Cliff et al., 2009), and recent research findings in primary schools advise
that HPE implementation is achievable through HPE leadership, adopting clear communication and underpinned by a “whole
school” approach. (Lynch, 2015a).
MAPEH in Key Stage 1
In Makabansa, learners will demonstrate an understanding of the basic concepts of personal and cultural awareness, as well
as skills in maintaining a healthy body, in order to fulfill their responsibilities as members of the community. This learning area
seamlessly integrates the foundational knowledge and skills of Music, Arts, PE, and Health.
Basic concepts and understanding on the properties of sound and elements and principles of arts are explored which will serve
as the foundation for Key Stage 2 where learners are expected to understand the acquired concepts from KS1.
Furthermore, learners will be exposed to physical activities centered on movement skills and movement concepts, which will
serve as the foundation for learning game and dance concepts in Grade 4.
3
Curriculum Goals
The MATATAG Physical Education and Health curriculum is geared towards the development and attainment of physical
and health literacy as well as 21st-century skills that contribute to the well-being of the individual, family, community, improve
the quality of life in society, and motivate them to take responsibility for their lifelong holistic health and well-being in a varied and
rapidly changing society.
This vision is anchored on the reality of our Filipino learners, who constantly face challenges that seriously impact their well-
being and transcend their selves and their immediate environment. It also considers the increasing role of technology and media
in transforming how Filipino learners communicate, learn, and interact with the world.
In physical education & health, Filipino learners will acquire the skill set and mindset to navigate their paths forward effectively.
They will have the strength of character to cope with difficult circumstances and maintain a positive outlook as they ask, "What
can I do about this problem?" They will realize growth opportunities, find meaning in their experiences, make informed and sound
decisions, and improve their and others' lives. Since improving, maintaining, and optimizing one's health is an ongoing and lifelong
process, they will influence others, starting with their own family, relatives, and friends, eventually expanding to broader spheres
such as the school, community, and society.
Objectives of the Physical and Health Curriculum

1. Develop physically literate and health-literate 21st-century learners.
2. Enhance students with knowledge, skills, and attitudes to make informed decisions about their health.
3. Promote healthy and risk-preventive behaviors.
4. Empower students to take responsibility for their health by teaching them to access reliable health information and
resources.
5. Develop fundamental movement skills and concepts to move confidently, competently, creatively, and safely in play,
games, exercise, sports, dance, and in different settings for lifelong physical activity participation.
6. Advocate for healthy lifestyles and strive to influence others positively.
Theoretical/Philosophical Bases for the Physical Education & Health Curriculum
Physical education contributes to individual wellness through the innate "experience of the moment" and is reinforced daily
through the knowledge, skills, and feelings of enhanced self-esteem and wellness that develop over time. Physical education is an
4
area where physical activity is valued and integrated into daily living. It is anchored in three fundamental axioms that lead to these
guiding principles: (a.) An individual who recognizes that people are active for all sorts of reasons like work, play, challenge and
achievement, health and personal development, contemplation and relaxation, creative and cultural expression, and social
interaction; (b.) Social where it focuses on the individual, but it also recognizes that social norms and values, available resources,
influential learners, and other factors affect our choices and opportunities for participation, and most of the time, choices, in turn,
affect these factors; and, (c.) Inclusive where it provides essential ways to express who we are as individuals or groups. It is a right
of all, regardless of ability, age, gender, race, ethnic background, religion, socio-economic status, or educational achievement.
Health education is anchored on theories that focus on behavior change. These theories explain why individuals behave the
way they do and how they are influenced by factors such as their intrapersonal characteristics (knowledge, skills, beliefs, values,
attitudes, self-concept), interpersonal interactions, and their social environment (e.g., institutions, public policy). Furthermore,
these theories describe the process or stages of behavior change individuals undergo to achieve desirable, appropriate actions and
healthy decisions. The individuals' readiness levels are considered to make and sustain behavior changes.
Below are explanations of the theoretical anchors for the Physical Education & Health Curriculum:
A. Physical Education
a. Laban Theory of Movement is based on the application of movement concepts and their use in solving simple as well as
complex movement problems (e.g., movements in a variety of physical activities and settings). These concepts are: (1) body
(as an instrument of action, what it is doing), (2) space (where the body is moving), (3) effort (how the body is moving or the
quality with which the movement is executed) and (4) relationships (the connections that occur as the body moves---with
objects, people, and the environment.
b. Fitness Education Model emphasizes the strong connection between regular physical activity participation and overall
health, the skills required for the different activities, and the importance of adherence to an exercise program/plan.
c. Teaching Games for Understanding or TGfU Model (Bunker and Thorpe, 1982) is a pedagogical model aimed at
promoting learning in sports. It prioritizes understanding tactics and gameplay by focusing on decision-making processes
(i.e., what to do) before addressing 'how to do it.' The approach starts with game-practice skills instead of skills-practice-
game that traditionally precede any gameplay. Games are tactically categorized into invasion, net/wall, striking/fielding,
and target based on similar tactics and strategies used in playing.
B. Health
a. Fisher and Fisher's Motivational and Behavioral (IMB) Skills Model includes three primary constructs that influence
changes: information and knowledge about the behavior, the individual's motivation to perform the behavior, and the
5
behavioral skills necessary to perform the behavior. For example, teaching learners about the positive outcomes of eating
healthy, encouraging them to increase their physical activity and enhancing their critical skills to make healthy decisions
that will help them prevent obesity.
b. Ajzen’s Theory of Planned Behavior links beliefs to behavior. Attitude, subjective norms, and perceived behavioral control
shape an individual's behavioral intentions. One specific illustration is the positive predictive behavioral intentions of
recognizing hazards at home, in the school, and in the community.
c. Hochbaum and Rosenstock's Health Belief Model explains that an individual's willingness to change his/her health
behaviors is based on his/her health perceptions and susceptibility or vulnerability (perceived severity, perceived
susceptibility, perceived benefits, perceived barriers, cues to action, and self-efficacy)-for instance, the belief about the
potential positive aspects of health action.
d. Prochaska and DiClemente's Transtheoretical Model of Change explains the individual's readiness to change or act on
a new healthier behavior. A straightforward example of how this will be executed is the commitment to change behavior
based on the belief that achieving healthy behavior is possible.
e. Bronfenbrenner’s Ecological Systems Theory identifies five systems (microsystem, mesosystem, ecosystem, macro
system, and chronosystem) within which children exist that would combine to impact how they grow and develop and how
these systems influence their health behavior and well-being. This can assist the curriculum by providing a complete
perspective of the factors that affect specific health behaviors, including the social determinants of health.
Physical Education & Health Curriculum Framework
The Physical Education & Health Curriculum Framework displays a set of interlocking components that include the key learning
areas and their specific strands, the impact (e.g., influence) of the learner on others vis-à-vis the context in which learning takes
place (i.e., family, community, society), and the intended learning outcomes (i.e., physical literacy, health literacy, and 21st-century
skills). Each component moves in sync with the other components to highlight the articulation between the two learning areas and
how they contribute to achieving a common goal. The framework is anchored on the philosophical underpinning that drives the
curriculum, that is, health is a fundamental right of all, and movement is a powerful means for learning, thereby guiding the
provision of essential learning experiences to achieve the common goal of lifelong healthy, active living.
The framework's core signifies the learning area's end goal, characterizing a holistically developed learner. Physical education
and health is geared towards the development and attainment of health and physical literacy dispositions as well as 21st-century
skills, which contribute to the well-being of the individual, family, and community and improve the quality of life in society, and
6
motivate them to take responsibility for their lifelong holistic health and well-being in varied and rapidly changing "glocal" contexts.
The double-headed arrow symbolizes the directional relationship of learning from self to society and vice versa. The light and semi-
transparent color on the bottom of the double-headed arrow indicates a blank canvas absorbing different and multifaceted learning
approaches. As learning progresses into higher and larger contexts, its color becomes more vivid, showing holistic learning.
Curriculum Framework of the Physical Education and Health Curriculum
7
STRUCTURE OF THE LEARNING AREA
Big Ideas
The “Big Ideas” for Physical Education & Health are the following:
1. Good health habits are an investment in life.
2. Life skills are essential to attain holistic wellness.
a. Maka-Diyos – spiritual and moral (self-awareness, empathy, cognitive adaptation)
b. Makatao – psychosocial (problem-solving, decision-making, help-seeking behaviors (refusal and assertiveness), and
socioemotional (empathy, self-efficacy)
c. Makakalikasan – pro-activeness, advocacy, participation
d. Makabansa – sense of community and nationhood
3. Accessibility, synthesis, evaluation, and utilization of information are significant factors in making choices about one’s
health, safety, and well-being.
4. Analysis is crucial as regards how personal, social, cultural, and environmental factors influence one’s understanding of
health and physical activity practices as well as outcomes.
5. Participation in lifelong physical activities improves, maintains, and optimizes one’s health.
6. Competent, confident movements in multiple and wide ranges of physical activities (play, games, exercise, sports, and dance)
and settings (home,
7. school, community) are indispensable to a healthy mind and body.
8. Advocacy for healthy lifestyles paves the way to constant endeavor to positively influence others to maintain a healthy and
holistic lifestyle.
The “Big Ideas” were identified to establish the core concepts, principles, theories, and processes that should serve as the focal
point of the curriculum, instruction, and assessment. The different content and performance standards from the current
curriculum guides were unpacked to identify these big ideas.
For each “big idea”, the identification began with the small and contextualized concepts, principles, theories, and processes that
learners in the early stage, through appropriate activities and with support, will be able to grasp. These were followed by concepts,
8
principles, theories, and processes that Key Stage 2 students can develop as their increasing capacity for abstract thinking enables
them to see connections between events. As the exploration of the natural world extends in Key Stage 3, the continuation of finding
patterns and links enables students to understand relationships and actions that can be used in making sense of a wide range of
new and previous experiences. Moreover, these “big ideas” were selected and mapped subsequent from a conceptual stance, guided
by the following criteria consistent with generative topics: (a.) centrality to the Physical Education and Health discipline; (b.) provide
purposes for learning activities; (c.) richness of linking real-world experiences; (d.) offer ways to resolve the barriers to learning the
competencies in the learning area through meaningful activities; and (e.) accessibility to the learners.
Identified “big ideas” provide a basis for setting the Physical Education and Health curriculum priorities to focus on the most
meaningful content. These concepts ensure a strategic, sequential, and comprehensive curriculum that provides cognitive content
that allows students to develop and demonstrate increasingly sophisticated physical and health-related knowledge, attitudes, skills,
and practices.
Physical Education & Health Standards
Learning Area Standards

A learning area standard is a set of expectations and benchmarks outlining what learners should know and be able to do in a
particular learning area. This standard serves as a guide for teachers, schools, and curriculum developers to ensure educational
consistency and quality. The standard defines the core knowledge, skills, and competencies that students should have at different
grade levels within a specific learning area. A learning area standard assists in the establishment of clear learning objectives as
well as the provision of a framework for teaching, assessing, and monitoring student progress. It plays an important role in
promoting educational equity by ensuring that all students receive a comprehensive and well-rounded education in all areas of
learning.
PE & Health Curriculum Learning Area Standard

The learners develop fundamental health and physical literacies in promoting personal, family, community, and societal wellness
using concepts, processes, behaviors, and practices for active and healthy living.
9
Key Stage Standard
The Key Stage Standard will be culled from the Big Ideas indicated in the shaping paper of the curriculum review. Education
program specialists should provide summaries of what learners can be expected to master in each key stage. Each summary must
have described levels of increasing competence and explained what learners should be able to do by the end of the key stage.
Furthermore, the team will ensure that prerequisites for one stage are present in the earlier stages and the standards are achievable
by most learners.
KEY STAGE 2 KEY STAGE 3
The learners demonstrate fundamental The learners integrate health and

and complex practices and movements in - physical literacies in promoting
promoting personal, family, community, personal, family, community, and
and societal wellness for active and societal wellness for active and healthy
healthy living. living.
The Grade Level descriptions will provide an overview of the core content being studied at each grade level. Same with the Key
Stage Standards, they will also be delineated from the Big Ideas that address the key cognitive, manipulative, and affective content
expectations for the Physical Education and Health program. Also, the conceptualization of the Grade Level Standards will
emphasize the interrelated nature of the four strands and the expectation that planning will involve the integration of content from
across the strands.
The following characteristics will be considered in crafting the Grade Level Standards:
• Each standard is broadly conceived to provide for continuous growth.
• Each standard grows logically out of the Key Stage Standard of Physical Education and Health, and the linkage is clear.
• The standards are comprehensive enough to provide the basis for a quality Physical Education and Health program for all
learners at all places on the learning continuum.
• The standards include each of the outcomes suggested by the learning area and key stage standards.
10
• Each standard is realistic.

• Each goal lends itself to developing one or more learning components based on the described focus content areas.
Grade
Grade Level Standard
Level
The learners demonstrate fundamental health practices, movements, and fitness skills in promoting personal, family,
4
community, and societal wellness for active and healthy living.
The learners analyze varied health practices, movements, and fitness skills in promoting personal, family, community,
5
and societal wellness for active and healthy living.
The learners evaluate complex health practices, movements, and fitness skills in promoting personal, family, community,
6
The learners apply functional health practices, game, and dance principles in promoting personal, family, community,
7
The learners evaluate interactive health practices, game, and dance principles in promoting personal, family, community,
8
The learners formulate health practices, game, and dance in promoting personal, family, community, and societal
9
wellness for active and healthy living.
The learners integrate health and physical literacies by managing activities in personal, family, community, and societal
10
If the learning strands, big ideas, and standards represent the guiding principles of the Physical Education and Health
Curriculum, then the content standards and performance standards represent the core of the curriculum. The specific content and
performance standards include clear expectations for what each learner is expected to know and can do and how it will be
measured. The Physical Education and Health Team considered several key questions to identify, select, write, and sequence the
focus content areas, content standards, and performance standards, as follows:
• Is the content standard and performance standard measurable, and how will it be measured?
• Is the content standard and performance standard sufficiently specific to give the reader a clear understanding of what the
student should be able to do without being so detailed as to make the statement labored or the standard trivial?
11
• Is the content standard and performance standard compatible with the learning area standard, key stage standard, and
grade level standards of the Physical Education and Health program and the real and emerging needs of students?
• Is the content standard and performance standard realistic and attainable by students?
• Are appropriate materials and other resources available to make the objective achievable?
Content standards, performance standards, and learning competencies should be revised to optimize the cognitive demand of
tasks so that students engage deeply and productively with the learning area standard. Following the revised Key Stage Standards,
these domains should be adjusted to actively support students in individual work, group work, and whole class discussions by
asking clarifying questions and providing scaffolds instead of moving directly to suggesting overly specific ways to go about assigned
learning tasks in Physical Education and Health lessons. These standards suggest a wide range of techniques to support learners
in “getting their ideas on the table” and working through them and expect learners to relate what they have read to their own lives.
Physical Education and Health standards specify what students should know and be able to do as it relates to a physically
active lifestyle. Students can be asked to give evidence of meeting each standard. In the case of health and physical education,
students may be asked to demonstrate skill attainment as well. In designing and selecting tasks, crafters should avoid providing
detailed step-by-step instructions for solving problems, repetitive exercises, or detailed “recipes” for completing tasks that allow
little room for students to build on their current understandings. Moreover, prioritization of the most critical prerequisite skills and
knowledge for each subject area and grade level should now be considered to ensure that learning experiences that are appropriate
will vary based on grade band and content area.
Learning standards of the revised Physical Education and Health curriculum should be organized by defining the core ideas
and strands. The goal is to support typical lesson plans and unit development. For each core idea and strand, the standards and
outcomes are presented by grade level. Many topics are consistent across grade levels, whereas other topics change between Key
Stages 2 to 3 as more complex skills and abilities replace more basic skills and concepts. In most cases, the topics represent one
or more grade-level outcomes for each standard.
Content Standards should be revised considering the following:

- It should follow the revised Key Stage Standards.
- It should explicitly show the content.
- It should be developmentally appropriate.
- The content should reflect relevant and applicable practices in the field.
12
Performance Standards should be revised considering the following:

- It should exemplify the content standards.
- It should be aligned with the content standards.
- It should be developmentally appropriate.
- It should explicitly state the output that needs to be performed or produced.
Learning Competencies should be revised considering the following:

- It should be aligned with content and performance standards.
- Verb form should be consistent.
- Avoid double-barreled verbs.
- Should there be repetitive competencies, the progression or level of difficulty should be explicitly stated.
- Skills to be attained in each topic/standard should be explicitly stated as competencies that are manifestations and in
coherence with the Content, Content Standards and Performance Standards.
- It should explicitly show prerequisite skills.
Learning Progression
Music and Arts Education and Health and Physical Education (MAPEH) would ensure the progression of the skills that would
be learned and achieved in each key stage in attaining the curriculum goals. It is also ensured that the concepts are developed in
greater depth and breadth through time, which would also build on the learner’s prior knowledge and skills, anchored on “glocal”
contexts.
Physical Education and Health envisioned designing a structured curriculum guide that delineates the philosophy, goals, vision,
mission, objectives, learning experiences, instructional resources, and assessments. Additionally, it will represent an articulation
of what students should know and be able to do and support teachers in knowing how to achieve these goals.
To give select writers a clear direction in writing the Physical Education and Health curriculum, specialists and resource persons
agreed to have a set of criteria and indicators that will guide the team in crafting as well as assessing the intended curriculum
outputs. Accordingly, the exemplary guide will assist in planning and crafting a high-quality instructional program for Physical
13
Education and Health. Below are the criteria for developing the Physical Education and Health Curriculum Guide:
✓ Scope - Curriculum designers must consider a curriculum’s breadth and depth of content, that is, its scope. When
considering scope, the writers must consider learning’s cognitive, affective, and psychomotor domains.
✓ Sequence - Curriculum writers seek a curriculum that fosters cumulative and continuous learning. Specifically, they must
decide how content and experiences can build on what came before. Curricularists faced with sequencing content have
drawn on some well-accepted learning principles. In 1957, Othanel Smith, William Stanley, and Harlan Shores introduced
four such principles: simple-to-complex learning, prerequisite learning, whole-to-part learning, and chronological learning.
✓ Continuity - Continuity is the vertical repetition of curriculum components. Ideas and skills that educators believe students
should develop over time reappear over the length of the curriculum. This continuity ensures that students revisit crucial
concepts and skills.
✓ Integration - Integration refers to linking all types of knowledge and experiences contained within the curriculum plan.
Integration emphasizes horizontal relationships among topics and themes from all knowledge domains. Possible integration
would involve great social problems. Some would stress the integration of attitudes, values, and social skills.
✓ Articulation - Articulation refers to the vertical and horizontal interrelatedness of various aspects of the curriculum, that is,
to the ways in which curriculum components occurring later in a program’s sequence relate to those occurring earlier.
✓ Balance - When designing a curriculum, educators strive to give appropriate weight to each aspect of the design. In a
balanced curriculum, students can acquire and use knowledge in ways that advance their personal, social, and intellectual
goals.
The formulation of such a guide will be viewed as an essential step in the process of ongoing Physical Education & Health
curriculum development. This will aid education program specialists and writers to:
• establish a clear learning area standard and set of key level standards, grade level standards, focus content areas, content
and performance standards that guide the entire Physical Education & Health program and the decisions that affect each
aspect of the learning area;
• establish sequences both within and between levels and assure a coherent and articulated progression from Grade 4 to
Grade 10;
• outline a basic framework for what should learners know, what they can do, and what they will value for the things they
achieve;
• promote interdisciplinary approaches and the integration of curricula when appropriate;
14
• be consistent with what is known about child physical and health literacy;
• compatible with the general aim of the learning area;
• be based upon clear convictions about teaching and learning;
• be representative of instructional activities to meet the needs of students with varying abilities and needs; and
• be easy to use by all educators.
Development of 21st Century Skills
DepEd has developed a detailed 21st Century Skills framework to guide and ensure the inclusion of these skills across all
governance levels of DepEd. The detailed framework specifies terminology and descriptions of these skills to be used, thus
promoting a shared vocabulary to support clear and consistent communication and implementation. Most importantly, the
framework shall guide all governance levels of DepEd as they work together to enhance the development of these 21st Century
Skills by all Filipino learners.
Physical Education and Health respond to the changing contexts and the advent of new technologies. Thus, beyond physical
and health literacy, it also focuses on eHealth literacy, or the ability to seek, find, understand, and appraise health information
from electronic sources and apply the knowledge gained to addressing or solving a health problem in various situations and
contexts.
Physical Education and Health combines facets of different literacy skills: traditional literacy, health literacy, information
literacy, scientific literacy, media literacy, and technology literacy. Embedded in these various literacies are 21st-century skills in
communication, critical thinking, creativity, and collaboration. These include the cognitive skills in critical thinking, problem-
solving, and creative thinking; the social or interpersonal skills of communication, collaboration, leadership, and cross-global
cultural skills; self-management skills of self-monitoring and self-direction, as well as task or project management skills, and other
life skills, which are part of ethics, civic, and global citizenship responsibility, and accountability. However, these 21st-century
skills will be more explicit in the delivery of the curriculum.
Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple
environments that benefit the healthy development of the whole person. Physically literate individuals consistently develop the
motivation and ability to understand, communicate, apply, and analyze different forms of movements in the glocal context. They
can confidently, competently, creatively, and strategically demonstrate a variety of movements across a wide range of health-related
15
physical activities in the glocal context. These skills enable individuals to make healthy, active choices that are both beneficial to
and respectful of their whole self, others, and their environment.
Assessment
Assessment is a process that is used to keep track of learners' progress in relation to learning standards and in the development
of 21st-century skills; to promote self-reflection and motivate them to keep on learning, and to provide bases for profiling students'
performance on the curriculum's learning competencies and standards on whatever learning delivery modalities the learners are
accommodated.
Formative and summative assessments are used in the classroom. Formative assessments are to be dominantly used in the
classroom, and learners undertake the assessment by themselves with the teacher's guidance. Formative assessment may be
viewed as an assessment for learning, allowing teachers to make changes to their lessons. Summative assessment is the evaluation
of learning that occurs at the end of a unit. It assesses whether students have satisfied content and performance criteria. (Reference:
DepEd Order no. 8 s. of 2015, "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program”)
Physical Education and Health assessment is aligned with national standards and established grade-level outcomes and is
included in the written Physical Education and Health curriculum, along with the different department orders, i.e., DO 8, s. 2015
and DO 31, s. 2020, and assessment practices set in the general assessment guidelines. It utilizes different assessment practices
relevant to Physical Education and Health, like developmental and age-appropriate assessment. It includes evidence-based
practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written Physical Education and Health curriculum,
and teachers should follow protocols for reporting and communicating student progress to students and parents. Prior to these
communications, they should collect and track assessment data to make decisions about instruction and to measure student
learning continually throughout the learning sequence. Evidence of student learning can include portfolios, checklists, rating
scales, tangible student products that demonstrate student learning, results of an observed demonstration of health and physical
skills, and traditional constructed-response assessments. Assessment in health and physical education includes conducting: (a.)
diagnostic assessments to learn where students are at the beginning of a learning sequence and to determine where the students
are in their learning, where they need to go, and how they can get there; (b.) formative assessments that are ongoing during
16
instruction to check for understanding, provide information of how well students are learning and give teachers the opportunity to
redirect students; and (c) summative assessments at the close of the instructional sequence to provide a comprehensive summary
of each student’s progress.
Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum
expectations. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student
learning is seen as both an “assessment for learning” and an “assessment as learning.” As part of an assessment for learning,
teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by
helping all students develop their capacity to be independent, autonomous learners who can set individual goals, monitor their
progress, determine the next steps, and reflect on their thinking and learning.
As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;
• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have
a common and shared understanding of these goals and criteria as learning progresses;
• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety
of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students;
• monitor their progress toward achieving their learning goals;
• analyze and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning; and,
• help students to develop skills in peer assessment and self-assessment.
Three Methods of Assessment
1. Performance Assessment
Performance assessment is a method of documenting and evaluating the work that pupils have completed over a specific period.
It usually takes the form of long, interdisciplinary problem-solving sessions. Expert panels regularly assess the outcomes, which
are commonly utilized for promotion, distinctions, and graduation.
17
Performance task refers to an assessment task that "allows learners to show what they know and are able to do in diverse ways
(DepEd, 2015, pp.7-8)." It must be designed to provide opportunities for learners to apply what they are learning to real-life
situations. The use of Integrative Performance Tasks is highly encouraged. Integration in assessment involves a sequence of linked
assessments over several tasks. This is an interdisciplinary approach to assessment based on combining, interpreting, and
communicating knowledge from two or more competencies and or disciplines. The diploma should be given after a successful final
display of expertise for graduation – an "exhibition." The school's program follows no rigorous age grading because the diploma is
granted when obtained. The pupils' ability to demonstrate that they can perform significant things is emphasized. Performance
evaluations can be either short-answer or extended-answer. Oral questions, conventional quizzes, tests, and open-ended
suggestions are all examples.
2. Projects
Projects are intended to develop and harness a variety of abilities in students, who may work independently or in groups to
achieve the goals that have been established. Students can work independently or in groups to fulfill the objectives provided. An
example is to design a wellness program with an exercise and diet regimen.
3. Portfolios
In a portfolio assessment, students typically collect and curate samples of their work, which may include projects, essays,
artwork, presentations, or any other artifacts that highlight their learning. The purpose of portfolio assessment is to provide a
holistic view of learners’ performance, showcasing their abilities, creativity, critical thinking, and problem-solving skills.
Computation of Grades of the revised MAPEH curriculum from Grade 4 to Grade 10.
MAPEH will be computed as two (2) components (e.g., Music and Arts will have a separate grade from P.E. and Health) and not
anymore as four (4) separate components. This will enable the teacher to focus more on teaching, learning, and assessment
processes since they will no longer be computing grades for four (4) components. At the end of each quarter, the two components
will be averaged to compute the total grade for MAPEH. The average of the total grades for each quarter will be the final grade for
the learning area.
18
Example:
Final Grade for

Q1 Q2 Q3 Q4
MAPEH
Music & Arts 90 91 92 95 -
Physical
Education & 91 90 93 96 -
Health
Average 91 91 93 96 93
Example of Assessment Strat egies
The “ways of assessing” complement “ways of teaching” and aim to support teachers in developing effective assessment practices
in both Music and Education and Physical Education and Health. The key to selecting the most appropriate assessment relies on
the establishment of the clear purpose of the assessment itself, the identification of students ’misconceptions or gaps in their
learning, and the usage of observations of students during the course of learning activities, assignments, and tests, to determine
how learning can be improved. Below are specific examples of assessment strategies that can enable teachers to understand where
students are in their learning. Assessments should also be based on the integration of a range of types and sources of evidence.
• Self-Assessment and Evaluation and Student Journals - The self-reflection of achievement and progression towards
goals. It allows for metacognitive thinking about their learning and personal reflection upon their strengths and weaknesses.
Student journals provide personal accounts of student responses to learning activities, experiences, and understanding.
• Peer Assessments - Individuals, peers, or a group of peers, provide evaluative feedback on performance or activity.
• Group Activities - Cooperative activities that provide opportunities for individual and peer learning. During group work,
teachers should stop at key points to check individual students' understanding.
• Authentic Performance Tasks - The demonstration of learning through activities using virtual or actual settings, such as
improvising appropriate sounds, music, visual components, and artistic concepts and ideas using media and technology for
19
a selected part of a musical play in Arts and Music Education and community fitness and wellness assessments for Health
and Physical Education.
• Tests or Quizzes - These may include verbal questioning, multiple-choice, short-answer responses, or open-ended
questions that require longer, structured written responses.
• Written Work - This includes short and extended written tasks. These may take the form of short responses, such as
worksheets with sentence or paragraph answers. Longer responses may include essays, information reports, or imaginative
texts, such as journal entries. Learners may also conduct inquiry tasks in which they develop questions; gather, analyze,
and evaluate information; communicate findings; and reflect upon their conclusions.
• Graphic Organizers - The demonstration of learning through making connections, showing relationships, and concept-
mapping of student knowledge.
• Visual Representations - The demonstration of learning through digital media and the like.
• Oral Performance Tasks - The demonstration of learning in practical performance, role-play, simulations, creating original
musical and artistic works, and even structured discussions. Learner performance is assessed using checklists, rubrics, or
anecdotal records in the context of the activities, which provide learners with the opportunity to develop skills and
awareness, with an increase in complexity as determined by learners' ability and level progression.
• Conferences - Discussions or interviews that are conducted either face-to-face or via audio and video recordings.
• Checklists - These are assessment tools that provide precise criteria that instructors and students can use to measure skill
development or advancement. Checklists can help students study more effectively. These tools allow students to participate
actively, not just in their evaluations but also in the learning process. Checklists can be used with students from
Kindergarten to Grade 12 on any topic. Checklists define abilities, attitudes, methods, and behaviors for evaluation and
provide a method for methodically organizing information on a student or group of pupils. Checklists can also be used to
inform a student's parents about his or her progress. The simple act of making and using a checklist may bring a level of
order into a student's life that was lacking before. Executive functions, which are the many cognitive processes that students
use to manage their own behavior, may be a problem for children with learning disabilities and Attention-Deficit
Hyperactivity Disorder (ADHD). Thus, equipping them with techniques to overcome these shortcomings is critical.
Appropriate assessments provide concrete evidence of whether students have achieved grade-level outcomes, allow teachers to
reflect on the effectiveness of instruction, and provide evidence of program success. Physical Education & Health teachers should
track student progress across grade levels using assessment data, demonstrating that students are meeting standards and
outcomes. Teachers should also provide a variety of age-appropriate and grade-level opportunities for students to demonstrate skill
20
development and competency. They should not, however, use the standards to compare students. The standards and outcomes
consider differences in cultural norms and access to resources outside of school and include alternative activities to engage
students. The standards include modifications and adaptations for students with disabilities. Physical Education & Health teachers
may modify terminology when implementing the standards to ensure that students understand the concepts.
Assessment strategies in the Key Stage 2 (Grade 4-6), the assessment shall strive to reinforce fundamental skills to a higher
level and mastery through active participation in various physical activities and a critical analysis of health-related information.
While Key Stage 3 (Grade 7-10) shall concentrate on assessing higher-order thinking skills on physical activity behaviors, dynamic
interaction of personal and social factors, active lifestyle, and proactive actions in various health and physical contexts.
Considering the developmental and age-appropriate learning episodes, utilization of assessments such as checklists and rubrics
must be the focus of foundational competencies to master levels of personal health, as well as basic and essential movement skills
as prerequisites of learning higher levels of skills. In Key Stage 2, learned skills are deepened in preparation for high application in
Key Stage 3. Moreover, formative assessment in written form, performative and other appropriate assessment strategies, peer
assessment, and group assessment may also be utilized to train learners in assessing other learners’ works and performances. On
the other hand, assessment in Key Stage 3 should focus on the application of knowledge, skills, and attitude learned in the lower
key stages. Hence, the use of portfolio assessment, observation, writing of essays, performing the learned skills in another context,
and projects, among others, may be employed. Hence, the development of higher-order thinking skills, higher-order psychomotor
skills, and higher-order affective skills are ensured.
21
PHYSICAL EDUCATION & HEALTH CURRICULUM GUIDE

Learning Area Standard: The learners develop fundamental health and physical literacies in promoting personal, family, community, and
societal wellness using concepts, processes, behaviors, and practices for active and healthy living.
Key Stage Key Stage Standard
2 (G4-G6) The learners demonstrate fundamental and complex practices and movements in promoting personal, family, community,
and societal health wellness for active and healthy living.
3 (G7-10) The learners integrate health and physical literacies in promoting personal, family, community, and societal wellness for
active and healthy living.
Grade Level Grade Level Standard
The learners demonstrate fundamental health practices, movements, and fitness skills in promoting personal, family,
4
community, and societal wellness for active and healthy living.
The learners analyze varied health practices, movements, and fitness skills in promoting personal, family, community, and
5
societal wellness for active and healthy living.
The learners evaluate complex health practices, movements, and fitness skills in promoting personal, family, community, and
6
The learners apply functional health practices, game, and dance principles in promoting personal, family, community, and
7
The learners evaluate interactive health practices, game, and dance principles in promoting personal, family, community, and
8
The learners formulate health practices, game, and dance in promoting personal, family, community, and societal wellness for
9
The learners integrate health and physical literacies by managing activities in personal, family, community, and societal
10
22
GRADE 4 – QUARTER 1
Content Standard The learners demonstrate understanding of hygiene practices, basic health appraisals, and target games in
promoting personal wellness for active and healthy living.
Performance Standard The learners participate in health practices and target games in promoting personal wellness for active and healthy
living.
LEARNING COMPETENCIES
CONTENT
The learners...
Introduction to Personal Health
1. explain the concept and importance of personal
● Concept of Personal Health
health for active living;
● Importance of Personal Health for Active Living
Personal Hygiene Practices 2. demonstrate proper personal hygiene practices;
● Objective: To Keep Body Clean, Healthy, And Disease-Free
● Examples: Proper Handwashing, Care of the Sense Organs, Oral Care,
Body Care, and Genital Care
Current Health Status and Body Awareness 3. relate current health status to body awareness;
● Conduct of Health Appraisal Procedures (Height and Weight Measurement (BMI), and
Hearing Test, Vision Screening, Scoliosis Test, Health Examination (Skin, Hair,
And Nail), and Dental Examination
● Identification of Health Concerns and Corrective Action
Physical Activity Participation: Target Games 4. perform physical activities using target game
● Focus Foundational Skills concepts with agility, balance, coordination, and
1. Movement Concept speed for active and healthy living:
- Relationship with People and Object a. locomotor skills by avoiding an object or
2. Movement Skills obstacles, and
- Locomotor, Manipulative b. manipulative skills by sending or propelling
3. Fitness Concepts
an object to an intended area.
- Agility, Balance, Coordination, Speed
- Intensity: Moderate to Vigorous Physical Activities (MVPA)
4. Game Concepts
- Positioning (People and Location in Space)
- Relationship to Objects: Sending Away (Throw and Strike)
23
Suggested Activities: Philippine Traditional Games (Tatsing, Calahoyo, Tumbang

Preso, Tamaang-Tao, Batuhang Bola, Bati-Cobra, Pata, and/or Other Variations of
Unpublished Games in the Locality)
24
Content Standard The learners demonstrate understanding of healthy family, roles and responsibilities of family members, and
invasion games in promoting family wellness for active and healthy living.
Performance Standard The learners participate in daily life activities and invasion games in promoting family wellness for active and healthy
living.
CONTENT
The learners...
Characteristics of a Healthy Family 1. explain the characteristics and importance of
● Examples: Respects Members’ Opinions and Healthy Boundaries, Enforces promoting a healthy family;
Clear, Fair, And Age-Appropriate Rules; And Communicates Openly and Manages
Conflict Effectively
Importance of Promoting a Healthy Family
● develops positive self-concept of members, makes members feel secured and
loved, and helps in the healthy development of children
Roles And Responsibilities Of Family Members In Promoting Family Health 2. demonstrate one’s roles and responsibilities in
● Parent/S Or Guardian/S promoting family health;
● Child/Children
● Other Family Members
Physical Activity Participation in Improving Family Health 3. participate in various physical and daily life
● Examples of Physical Activities for Families (Dance, Zumba, Exercise, Cooking activities to improve family health; and
Together, Gardening, Etc.)
Benefits of Physical Activities on Family Health
● Examples: prevents diseases among family members, strengthens bond and
overall relationship
Physical Activity Participation: Invasion Games 4. perform physical activities using invasion game
● Focus Foundational Skills concepts with agility, balance, coordination, and
1. Movement Concept speed for active living:
- Relationship with People and Object
a. locomotor skills by attacking to create space
2. Movement Skills
- Locomotor, Manipulative and denying and covering space or goal; and
3. Fitness Concepts b. manipulative skills by sending away and
- Agility, Balance, Coordination, Speed receiving objects.
25
4. Game Concepts
- Positioning (Attacking by Creating and Moving into Space and Defending
by Denying Space)
Suggested Activities: Philippine Traditional Games (Agawan Base, Agawan

Sulok, Lawin at Sisiw, Ubusang Lahi, Agawan Panyo, Patintero, Langit-Lupa, Araw-
Lilim, Kawat-Kawat, and/or other variations of unpublished games in the locality)
26
Content Standard The learners demonstrate understanding of healthy eating, and rhythmic activities and dances in promoting
community wellness for active and healthy living.
Performance Standard The learners participate in rhythmic activities and dances in promoting community wellness for active and healthy
living.
CONTENT
The learners...
Concept of Safe and Healthy Eating 1. discuss the concept and importance of eating safe
● Right to Food (Right of the Child to Nutrition) and healthy food;
● Examples of Healthy and Less Healthy Foods
● Food Safety
Importance of Safe and Healthy Eating (especially among children)
● Supports healthy growth and development into adulthood
Essential Nutrients and their Functions 2. demonstrate healthy and balanced food choices to
● Macronutrients (Carbohydrates, Proteins, and Fats) include essential nutrients;
● Micronutrients (Vitamins and Minerals)
● Water
Balanced Meal and Balanced Diet 3. describe the benefits of eating a balanced meal
● Principles of Healthy Eating when engaging in physical activities; and
● Nutritional Guidelines for Filipinos
● Food Plate and Food Pyramid for Filipino Children
● Benefits of Eating a Balanced Meal on (shouldn’t it be Before instead of on
Physical Activity Participation
Physical Activity Participation: Rhythmic Activities and Dances
● Focus Foundational Skills 4. engage actively in different rhythmic activities and
1. Dance Elements dances for improving one’s movement competence
Body, Action, Space, Time, Energy and physical activity participation.
2. Movement Skills
Locomotor, Non-locomotor, Manipulative
3. Fitness Concepts
- Agility, Balance, Coordination, Cardiovascular Endurance
27
Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Movement

Exploration, Fundamental Dance Movements (local context), Fundamental
Dance Steps (2 4-time), and/or Social Dance Mixers (2 4-time)
28
Content Standard The learners demonstrate understanding of basic health rights, consumer rights and responsibilities, health facts,
fitness fads, and rhythmic activities and dances in promoting societal wellness for active and healthy living.
Performance Standard The learners participate in rhythmic activities and dances in promoting societal wellness for active and healthy living.
CONTENT
The learners...
Child’s Basic Health Rights 1. discuss child’s basic health rights for active living;
● Healthcare Needs and Rights
● Sexual and Reproductive Health Rights
Filipino Consumer Rights 2. demonstrate ways to be an informed, critical, and
● Right to Basic Needs, Safety, Information, Right to Choose, Representation, responsible Filipino consumer;
Redress, Consumer Education, And Right to a Healthy Environment
Filipino Consumer Responsibilities
● Critical Awareness, Action, Social Concern, Environmental Awareness, and
Solidarity
Skills to be an Informed, Critical and Responsible Filipino Consumer
● Decision-Making Skills
● Assertiveness Skills
● Critical Thinking Skills
Health and Fitness Facts and Fads 3. describe the effects of health and fitness facts and
● Example: Weight Loss and Fad Diets fads in physical activity participations; and
● Effects of Fitness Fads in Physical Activity Participation
Physical Activity Participation: Rhythmic Activities and Dances 4. engage actively in different rhythmic activities and
● Focus Foundational Skills dances for improving their movement competence
1. Dance Elements and physical activity participation.
- Body, Action, Space, Time, Energy
2. Movement Skills
- Locomotor, Non-locomotor, Manipulative
3. Fitness Concepts
29

30
Content Standard: The learners demonstrate understanding of stress, coping strategies, bullying effects, stress-reduction activities,
and striking/fielding games in promoting personal wellness for active and healthy living.
Performance Standard: The learners participate in stress-reduction activities and striking/fielding games in promoting personal wellness
for active and healthy living.
CONTENT
The learners...
Nature of Stress 1. apply various healthy coping strategies to manage
● Stress and Stressors stress;
● Physical Responses of the Body to Stress
Importance of Coping Strategies
● Examples of Unhealthy Coping Strategies to Be Avoided (Use of Alcohol and
Other Drugs, Comfort Eating, Avoidance, And Blame)
● Examples Of Recommended Healthful Coping Strategies (Visualization, Positive
Self-Talk, Managing Time and Energy, Gratitude Journal, Talking to a Responsible
Adult, Seeking Support And Professional Help, Nurturing Resiliency through
Grounding Exercises and Other Mindfulness Activities)
Bullying and Other Violent-Related Behaviors as Stressors 2. demonstrate assertive behavior to prevent and deal
● Negative Effects of Bullying, Harassment, Discrimination, and Other Violent with bullying, harassment, discrimination, and
Behaviors on Well-Being violence;
● Life Skills and Assertive Behavior to Prevent and Deal with Bullying,
Harassment, Discrimination, and Other Violent Behaviors
Stress-reduction Activities 3. analyze stress-reducing benefits of physical
● Stress-reducing Benefits of Physical Activity activities; and
● Various Physical Activities That Can Help In Reducing Stress (Exercise, Hobbies,
and Indoor and Outdoor Activities)
Physical Activity Participation: Striking/Fielding Games 4. performs physical activities using striking/fielding
● Focus Foundational Skills game concepts with agility, balance, coordination,
1. Movement Concept and speed for active living:
a. locomotor skills by creating, moving,
2. Movement Skills
- Locomotor, Non-Locomotor Manipulative denying, and covering space
3. Fitness Concepts
31
- Agility, Balance, Coordination, Speed b. manipulative skills by striking, receiving,

- Intensity: Moderate to Vigorous Physical Activities (MVPA) sending or propelling an object to an
4. Game Concepts intended area.
- Relationship to Object: Sending Away (Throw and Strike)
Suggested Activities: Philippine Traditional Games (Kickball, Syato, Bati-Cobra,

Tupa, and/or other variations of unpublished games in the locality)
32
Content Standard: The learners demonstrate understanding of changes during puberty, family roles and dynamics, puberty-related
myths and misconceptions, and net/wall games in promoting family wellness for active and healthy living.
Performance Standard: The learners participate in net/wall games in promoting family wellness for active and healthy living.
CONTENT
The learners…
Changes During Puberty 1. describe concepts, effects, and ways to manage
● Physical (Growth Spurt; Primary and Secondary Sexual Characteristics; changes during puberty;
Menstruation and Wet Dreams, Etc.) .
● Social, Emotional, and Mental/Intellectual Changes
● Impact of Changes During Puberty
Management of Changes During Puberty
● With Emphasis on Skin, Body, and Genital Care; Menstrual
Hygiene Management and Sleep Hygiene
Family Roles in Managing Changes During Puberty 2. analyze various family roles in managing changes
● Puberty-related Issues, Concerns, and the Need for Support and Understanding during puberty;
of the Family
● Different Roles to Support and Guide Children in Managing Changes During
Puberty
Puberty-related Myths and Misconceptions and Effects on Physical Activity 3. discuss common puberty-related myths and
Participations misconceptions that can affect physical activity
● Common Puberty-Related Myths and Misconceptions participation; and
● Puberty-related Myths and Misconceptions That can Affect Physical Activity
Participation
Physical Activity Participation: Net/Wall Games 4. perform physical activities using net/wall game
● Focus Foundational Skills concepts with agility, balance, and coordination for
1. Movement Concept active living:
a. locomotor skill by attacking to create and
2. Movement Skills
- Locomotor, Non-Locomotor, Manipulative move into space and denying and covering
3. Fitness Concepts space; and
33
- Intensity: Moderate to Vigorous Physical Activities (MVPA) b. manipulative skills by serving and hitting
4. Game Concepts the ball to an open space.
- Relationship to Objects: Striking (Attack), Blocking/ Receiving (Defend)
Suggested Activities: Games (Pickle Ball, Wall Ball, Ringo)
34
Content Standard The learners demonstrate understanding of medicines, gateway substances, and rhythmic activities and dances in
promoting community wellness for active and healthy living.
Performance Standard The learners participate in rhythmic activities and dances in promoting community wellness for active and healthy
living.
CONTENT
The learners...
Medicines as Health Products 1. explain the proper use of medicines as health
● Uses of Medicines (Protection, Prevention, and Cure) products to prevent misuse and harm to the body;
● Types of Medicines (Over-The-Counter, Prescription, and Complementary
Medicines)
● Prevention of Medicine Misuse and Abuse
● Proper Use of Medicines
Dangers of Gateway Drugs 2. analyze the negative effects of gateway drugs on the
● Concepts and Nature of Gateway Drugs (Caffeine, Tobacco, E-Cigarette, and individual, family, and the community;
Alcohol)
● Negative Effects of Gateway Drugs (Individual, Family, and Community)
● Prevention and Control of Use and Abuse of Gateway Drugs
Effects of Medicine Misuse and Use of Gateway Drugs to Physical Activity and 3. determine the negative effects of medicine misuse
Fitness and use of gateway drugs to physical activity and
● Negative Effects (Examples: Impaired Physical Performance, Increased Risk of fitness; and
Injuries, and Musculoskeletal Problems)
● Physical Activity as a Valuable Preventive Measure for Medicine and Substance
Misuse and Abuse
Physical Activity Participation: Rhythmic Activities and Dances 4. participate actively in different rhythmic activities
● Focus Foundational Skills and dances for maintaining their movement
1. Dance Elements competence and physical activity participation.
2. Movement Skills
3. Fitness Concepts
35

36
Content Standard: The learners demonstrate understanding of home, school, community, and outdoor safety, road safety, injury
prevention, and rhythmic activities and dances in promoting societal wellness for active and healthy living.
Performance Standard: The learners participate in road safety and injury prevention practices and rhythmic activities and dances in
promoting societal wellness for active and healthy living.
CONTENT
The learners...
Home, School, Community, and Outdoor Safety 1. discuss potential hazards and safety guidelines at
● Potential Hazards at Home, School, in the Community, and Outdoors (With home, in school, in the community, and outdoors;
Emphasis on Fire Hazard)
● Safety Guidelines at Home, School, in the Community, and Outdoors
Road Safety 2. demonstrate self-management skills for road
● Basic Road Signs and Traffic Signals (Rights and Responsibilities) safety;
● Pedestrian Safety (Importance of Sidewalks, Crosswalks, Pedestrian Signals,
Crossing the Streets Safely)
● Passenger Safety (Using the Designated Loading and Unloading Zones, Not
Running into the Street)
● Bicycle Safety (Importance of Wearing Helmets and Using Bike Hand Signals)
● Self-Management Skills for Road Safety
Preventing Injuries During Physical Activity Participations 3. analyze ways to prevent injuries during physical
● Sprains, Dislocation, Fracture, Concussions, Knee Injuries, Tendinitis, Shin activity participations; and
Splint
● Injury Prevention Practices
Physical Activity Participation: Rhythmic Activities and Dances 4. participate actively in different rhythmic activities
● Focus Foundational Skills and dances in maintaining their movement
1. Dance Elements competence and physical activity participation.
2. Movement Skills
3. Fitness Concepts
37

Dance Steps (3 4-time), and Social Dance Mixers (3 4-time)
38
Content Standard The learners demonstrate understanding of holistic wellness, changes in health dimensions during adolescence,
and target/invasion games in promoting personal wellness for active and healthy living.
Performance Standard The learners participate in modified target/invasion games and other physical activities in promoting personal
CONTENT
The learners...
Holistic Wellness 1. explain the interdependence of the different health
● Dimensions of Holistic Wellness (Physical, Mental/Intellectual, Emotional, dimensions in developing holistic wellness;
Social/Relational, Spiritual, Occupational/ Vocational, Cultural/Creative,
Financial, and Environmental Wellness)
● Interplay among the Health Dimensions in Developing Holistic Wellness
Changes in Health Dimensions among Adolescents 2. evaluate how changes in the different health
● Changes in Different Dimensions of Holistic Wellness and Effects on Adolescents’ dimensions affect adolescents’ well-being;
Well-Being
● Health Habits to Achieve Holistic Wellness
Physical Activity and Holistic Wellness 3. engage in physical and other activities to improve
● Physical Activity As An Integral Part of A Holistic Approach to Well-Being holistic wellness; and
Physical Activity Participation: Target and/or Invasion Games 4. execute modified physical activities
(target/invasion games) by applying its concepts
● Focus Foundational Skills and skills for active living.
1. Movement Concept
2. Movement Skills
- Locomotor, Manipulative
3. Fitness Concepts
4. Game Concepts of Target and/or Invasion Games
Suggested Activities: Modified Sports
39
Content Standard: The learners demonstrate understanding of early pregnancy prevention, family dynamics on teenage concerns, and
striking/fielding and/or net/wall games in promoting family wellness for active and healthy living.
Performance Standard: The learners participate in modified striking/fielding and/or net/wall games in promoting family wellness for active
and healthy living.
CONTENT
The learners...
Early Pregnancy Prevention (Concepts and Benefits) 1. discuss the benefits of developing healthy and
● Understanding Healthy and Positive Sexuality positive sexuality and preventing early pregnancy;
● Identifying Sexual Risk Behaviors and Consequences
● Practicing Assertive Behaviors and Refusal Skills toward Abstinence and
Prevention of Teenage Pregnancy
● Safeguarding Sexual and Reproductive Health
Adolescents’ Sexual and Reproductive Health and The Role of the Family 2. evaluate the value of the family in helping
● Family Role in Preventing and Managing Teenage Sexual Concerns (With adolescents deal with sexual and reproductive
Emphasis on Teenage Pregnancy Prevention) health concerns, particularly in preventing
teenage pregnancy; and
Physical Activity Participation: Striking/Fielding and/or Net/Wall Games 2. execute modified physical activities
● Focus Foundational Skills (striking/fielding or net/wall game) by applying
1. Movement Concept the concepts and skills for active living.
2. Movement Skills
- Locomotor, Manipulative
3. Fitness Concepts
4. Game Concepts of Striking/Fielding and/or Net/Wall Games
Suggested Activities: Modified Sports
40
Content Standard: The learners demonstrate understanding of prevention and control of common communicable diseases, and
rhythmic activities and dances in promoting community wellness for active and healthy living.
Performance Standard: The learners participate in rhythmic activities, dances, and other physical activities in promoting community
CONTENT
The learners...
Communicable Diseases 1. explain the nature of common communicable
● Characteristics, Emergence and Resurgence of Common Communicable Diseases diseases;
● Various Disease Agents of Communicable Diseases
● Transmission of Communicable Diseases
● Communicable Diseases That Can Affect the Learners: (Chicken Pox, Common
Cold, Conjunctivitis, Hepatitis, Influenza, Measles, Meningitis, Poliomyelitis,
Mumps, Pertussis, Pneumonia, Rubella, Scabies, Tuberculosis, Malaria,
Bronchitis, Covid-Related Infections, Typhoid Fever, Leptospirosis, Vector-Borne
Diseases Such As Dengue, Zika, Chikungunya, Etc.)
Communicable Disease Prevention and Control 2. analyze healthful ways of preventing and
● Stages of Infection controlling common communicable diseases;
● Breaking the Chain of Infection
● Importance of Vaccination and Immunization Against Poliomyelitis, Tetanus,
Hepatitis, COVID-19, Mumps, Rubella, Human Papilloma Virus, And Others
Benefits of Physical Activity as a Preventive Measure for Communicable 3. evaluate the benefits of physical activity as an
Disease Prevention and Control immune-boosting activity for communicable
● Examples: Boosts Immune Responses and Functions and Improves Nervous and disease prevention and control; and
Respiratory Health
Physical Activity Participation: Rhythmic Activities and Dances 4. lead actively in different rhythmic activities and
● Focus Foundational Skills dances in sustaining their movement competence
2. Movement Skills
3. Fitness Concepts
41
Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Exercises (with
light apparatus), Dance Movements (local street dance and festival) and/or
Traditional Dances (With Implements: sticks, scarf, bamboo castanets etc.)
42
Content Standard The learners demonstrate understanding of environmental issues concerns, sanitation, and rhythmic activities and
dances in promoting societal wellness for active and healthy living.
Performance Standard The learners participate in environmental promotion, rhythmic activities, and dances in promoting societal wellness
CONTENT
The learners...
Understanding Environmental Concerns through One Health 1. discuss the nature and effects of environmental
● Concept of One Health concerns using the concept of One Health;
● Examples of Environmental Concerns (Air Quality, Chemical Safety, Climate
Change, Emergency Preparedness, Food Safety, Healthy Housing, Infectious
Disease and Vector Control, Occupational Safety and Health, Solid Waste
Management, Water Supply and Sanitation)
● Harmful Effects of Environmental Concerns on Human and Animal Health
Managing and Promoting Environmental Health Sanitation through 2. evaluate basic strategies in managing and
Community Participation and Collaboration promoting environmental health sanitation
● Environmental Health Monitoring through community participation and
● Hygiene Promotion collaboration;
● Proper Solid Waste Management (8Rs)
● Wastewater Management and Water Supply Sanitation
● Pest and Vector Control and Prevention of Zoonotic Diseases
Physical Activities in Promoting Environmental Health 3. advocate for environmental health protection
● Outdoor Recreations through physical activity participation; and
● Active Transportation
● Green Exercise
Physical Activity Participation: Rhythmic Activities and Dances 4. lead actively in different rhythmic activities and
● Focus Foundational Skills dances in sustaining their movement competence
2. Movement Skills
3. Fitness Concepts
43
Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Dance

Movements (regional street dance and festival) and/or Traditional Dances
(national dances)
44
Content Standard The learners demonstrate understanding of mental health and target games in promoting personal wellness for
Performance Standard The learners participate in target games and other physical activities in promoting personal wellness for active and
healthy living.
CONTENT LEARNING COMPETENCIES
The learners…
Characteristics of a Mentally Healthy Adolescent 1. discuss common adolescents’ concerns that can
● achieves developmental milestones affect mental health;
● recognizes and manages emotions effectively
● develops healthy personal and social skills
● functions well at home, in school, and in the community
Common Adolescents’ Concerns that can Affect Mental Health
Examples: Concerns Pertaining to Appearance, Weight and Body Image,
Technostress, and Negative Peer Pressure
Prevention and Management of Common Adolescents’ Concerns that Can
Affect Mental Health
Examples: Cognitive Reframing, Managing Media Exposure/Digital Detoxification,
and Enhancement of Life Skills to Manage Negative Peer Pressure
Ways to Safeguard One’s Mental Health 2. apply ways to safeguard their mental health;
● Exercising regularly, managing emotions, spending time with family and friends,
reading books and other educational resources, doing spiritual activities, keeping
the environment clean, and making a spending diary
Various Physical Activities that Help Safeguard Mental Health 3. recognize the positive effects of physical activity
● Exercises, Games, Sports, Recreational Activities participation on mental health;
Benefits of Physical Activity Participation on Mental Health
Examples: Improved Focus or Concentration and Improved Performance
Physical Activity Participation: Target Games 4. perform physical activities by applying principles
● Focus Game Skills: and concepts of target games to solve tactical
1. Game Concept problems for active living; and
- Positioning, Relationship with People, Relationship with Objects
2. Games Principles 5. execute appropriate skills of sports and the
- Scoring, Prevent Scoring, Restart, Play, and Transition required fitness concepts of chosen target games in
responding to tactical problems.
45
3. Skills
- Sport-specific Skills and Their Fitness Requirements
Suggested Activities:
Unopposed - Golf, Archery, Bowling, Bocce Ball, Darts,
Opposed - Billiards, Croquet, Lawn Bowls
Combative Sports: Arnis, Taekwondo, Boxing, Fencing, Pencat Silat, Wushu, Muay
Thai, Karatedo and/or Sole Fighting (Rapandapanan)
46
Content Standard The learners demonstrate understanding of family roles in managing concerns and conflicts and invasion games in
promoting family wellness for active and healthy living.
Performance Standard The learners participate in invasion games and other physical activities in promoting family wellness for active and
healthy living.
CONTENT
The learners…
Family’s Role in Managing Adolescent’s Concerns 1. discuss the important role of the family in
● Different Forms of Support Provision managing adolescents’ health concerns;
● Guidance in Making Informed Decisions
Assertive Family Behavior in Preventing and Managing Conflicts 2. apply effective strategies in preventing and
● With Emphasis on Clear Family Rules and Boundaries, Open Communication, managing conflicts in the family;
Encouragement, Active Listening, and Finding Solutions Together
Physical Activities to Strengthen Relationship with Family Members 3. analyze how physical activities can strengthen
● Walking, Running, Hiking, Swimming, Playing Together, Sharing Interests or relationships with family members;
Hobbies
Physical Activity Participation: Invasion Games 4. perform physical activities by applying principles
● Focus Game Skills: and concepts of invasion games to solve tactical
1. Game Concept problems; and
- Positioning, Relationship with People, Relationship with Objects
2. Games Principles 5. execute appropriate skills of sports and the
- Scoring, Prevent Scoring, Restart, Play, and Transition required fitness concepts of chosen invasion games
3. Skills in responding to tactical problems.
Suggested Activities: Sports: Basketball, Football, Floorball, Futsal, Ultimate

Frisbee, Handball, Tchoukball, and/or Water Polo (Swimming)
47
Content Standard The learners demonstrate understanding of healthy eating, common adolescents’ nutritional concerns, and dances
in promoting community wellness for active and healthy living.
Performance Standard The learners participate in dances in promoting community wellness for active and healthy living.
CONTENT
The learners…
Importance of Healthy Eating During Adolescence 1. explain the importance of healthy eating during
● Meet Dietary Needs for Rapid Growth and Development adolescence;
● Attain Ideal Weight for Age and Height
● Improve Physical and Mental Performance
● Prevent Nutritional Issues
Common Adolescents’ Nutritional Concerns and Ways to Prevent Them 2. apply ways to prevent adolescents’ nutritional
● Malnutrition: Underweight, Overweight/Obesity; Micronutrient Deficiencies and concerns;
Eating Disorders
● Ways to Prevent Common Adolescents’ Nutritional Concerns
Healthy Eating and Physical Activity Participation 3. relate healthy eating to physical activity
● Nutritional Requirements for Physical Activity Participations participation; and
Physical Activity Participation: Dances 4. practice technical and expressive skills to improve
Hispanic Influence Dances of the Lowland Christians proficiency in genre and style-specific techniques
• Origin and Cultural Context of the Dance in developing movement competence and physical
• Genre and Style-Specific Dance Techniques activity participation.
• Common Dance Terms and Steps
• Values Inherent in the Dance
• Fitness Components Developed
Suggested Activities: Christian Dances with Western Roots: e.g., Ba-Ingles, Jota
Batangueña, Purpuri, Alcamfor, Kuratsa, Lancero, Mazurka Boholana, Habanera
Botolena
48
Content Standard The learners demonstrate understanding of first aid, road and water safety, and dances in promoting societal
Performance Standard The learners participate in first aid and injury prevention practices and dances in promoting societal wellness for
CONTENT
The learners…
First Aid Concepts, Objectives, and Principles 1. discuss basic first aid concepts, objectives,
● Immediate and Temporary Care Given While Waiting for Medical Assistance principles, and procedures for managing common
● Aims to Lessen Pain, Prevent Further Injury, and Prolong Life conditions;
First Aid for Common Conditions
● Examples: Insect and Animal Bites, Wounds, Burns, Bleeding, Fainting, Food and
Other Forms of Poisoning, Choking, Hyperventilation, Heat-Related Conditions, and
Others
● First Aid Procedures for Managing Common Conditions
Road Safety 2. apply self-management skills and practices for
● Dangers of Distracted Driving road and water safety;
● Dangers of Driving Under the Influence of Drugs and Alcohol
● National Laws on Road Safety
Water Safety
● Open Water/Pool Rules
● Dangers and Possible Incidents in The Water
Self-management Skills for Road and Water Safety
First Aid for Musculoskeletal Issues/Injuries 3. practice first aid procedures for injuries related to
● Muscle Cramps, Sprain, Strain, Dislocation, and Fracture physical activities and other emergency situations;
and
Physical Activity Participation: Dances 4. perform dances using genre and style specific
Dances Around the World techniques, expressive ideas and skills to develop
• Origin and Cultural Context of the Dance movement competence and physical activity
• Genre and Style-Specific Dance Techniques participation.
49
Suggested Activities:
§ ASEAN and ASIAN dances (e.g. joget or zapin of Malaysia, pon poo thai of
Thailand, bon dance or parasol dance of Japan, fan dance of china and other
ASEAN/ASIAN dances)
§ American Dances (e.g. Red River Valley, Oh Susana, Grand March and other
square dances)
§ European Dances (e.g. Tarantela, Arkadsky, Minuet, La Cucaracha,
Varsovienne, Rheilander for Three and other European dances)
50
Content Standard The learners demonstrate understanding of healthy and positive sexuality, prevention of sexually transmitted
infections, and striking/fielding games in promoting personal wellness for active and healthy living.
Performance Standard The learners participate in striking/fielding games in promoting personal wellness for active and healthy living.
CONTENT
The learners…
Healthy and Positive Sexuality 1. explain the importance of values in building a
● Understanding basic terms such as Sex, Gender, Gender Identity, Gender healthy and positive sexuality and preventing
Expression, Sexual Orientation, and Sexuality gender-based issues;
● Importance of Values Focusing on Equality, Respect, and Acceptance in Building
a Healthy and Positive Sexuality
Prevention of Gender-Based Issues
● Understanding Gender Bias, Stereotypes, Discrimination, and Violence (With
Emphasis on Power Imbalance)
● Gender-related Laws and Policies
Nature of Sexually Transmitted Infections 2. discuss sexually transmitted infections and their
Examples: HIV and AIDS, Gonorrhea, Chlamydia, Syphilis, Genital Warts, Genital preventive measures;
Herpes, and HPV Infections
Ways and Measures to Prevent STIs
Examples: Abstinence, Use of Contraceptives, Mutual Monogamy, Non-Use of
Psychoactive Substances; and Proper Education
Physical Activity Participation: Striking/Fielding Games 3. perform physical activities by applying principles
and concepts of striking/fielding games to solve
● Focus Game Skills: tactical problems for active living; and
1. Game Concepts
- Positioning, Relationship with People, Relationship with Objects 4. execute appropriate skills of sports and the
2. Games Principles required fitness abilities of chosen striking/fielding
- Scoring, Prevent Scoring, Restart, Play, and Transition games in responding to tactical problems.
3. Skills
Suggested Activities: Sports: Baseball, Cricket, Softball, Choctaw stickball and/or

Kickball
51
Content Standard The learners demonstrate understanding of healthy relationships and net/wall games in promoting family wellness
Performance Standard The learners participate in net/wall games in promoting family wellness for active and healthy living.
CONTENT
The learners…
Characteristics of Friendships, Long-Term Commitments, Marriage, and 1. discuss the characteristics of friendships, long-
Parenting term commitments, marriage, and parenting;
Based on Love, Trust, and Respect
Appropriate Ways to Show Affection 2. evaluate the various ways to show affection in
Respecting Personal Boundaries and Asking for Consent Before Showing Affection relationships;
Safe and Respectful Environment Promotion in all Physical Activity Settings 3. demonstrate effective self-regulation skills to avoid
● Concept of Loving and Unloving Touch inappropriate or non-consensual physical contact
● Importance of Enforcing Clear Personal Boundaries in all physical activity participation;
● Encouraging Open Communication
● Fostering a Culture of Consent
Physical Activity Participation: Net/Wall Games 4. perform safely physical activities by applying
principles and concepts of net/wall games to solve
● Focus Game Skills: tactical problems for active living; and
1. Game Concepts
- Positioning, Relationship with People, Relationship with Objects 5. execute safely appropriate skills of sports and the
2. Games Principles required fitness abilities of chosen net/wall games
- Scoring, Prevent Scoring, Restart, Play, and Transition in responding to tactical problems.
3. Skills
Suggested Activities: Sports: Table Tennis, Lawn Tennis, Volleyball, Squash,

Badminton, Sepak Takraw, and/or Pickleball
52
Content Standard: The learners demonstrate understanding of psychoactive substances and dances in promoting community wellness
Performance Standard: The learners participate in rhythmic activities and dances in promoting community wellness for active and healthy
living.
CONTENT
The learners…
Psychoactive Substances 1. explain the nature, general effects of and
● Nature and Types preventive measures against the use of
● General Adverse Effects of Substance Use (Short-Term and Long-Term) on the psychoactive substances;
Person, Family, School, And The Community
● Preventive Measures Against Substance Use and Abuse (Emphasize Non-Use as
the Norm)
● Health, Socio-Cultural, Psychological, Legal, and Economic Dimensions, and
Implications of Substance Use and Abuse
Substance Use Prevention Interventions across Settings 2. evaluate interventions, laws, and policies to
● Family, School, Workplace, and Community prevent the use of psychoactive substances;
Laws and Policies to Prevent Substance Use
● RA 9211 Tobacco Regulation Act of 2003
● RA 9165 Comprehensive Dangerous Drugs Act of 2002
Psychoactive Substances and Physical Activity Participation 3. analyze how psychoactive substances can affect
● Effects of Psychoactive Substances on Physical Activity Participation physical activity participation; and
Physical Activity Participation: Dances 4. practice technical and expressive skills to develop
Dances of the Northern Highlands proficiency in genre and style-specific techniques
• Origin and Cultural Context of the Dance to enhance movement competence and physical
• Genre and Style-Specific Dance Techniques activity participation.
Suggested Activities: Dances from Abra, Apayao, Benguet, Ifugao, Kalinga,

Mountain Province, Nueva Ecija, and Nueva Vizcaya
53
Content Standard: The learners demonstrate understanding of consumer health, information, products, services, quackery, and dances
in promoting societal wellness for active and healthy living.
Performance Standard: The learners participate in dances in promoting societal wellness for active and healthy living.
CONTENT
The learners…
Factors that Influence Consumer Behavior 1. discuss ways to be an informed consumer;
● Personal, Psychological, Economic, Social, and Cultural Factors
● Ways to Be An Informed Consumer
Strategies in Evaluating Health Information, Health Products and Health 2. examine health information, health products,
Services health services, and health care providers;
Examples: Lateral Reading and Click Restraint for Online Health Information;
Credibility, Accuracy, and Reliability for Health Information; and Safety and
Quality for Health Products and Health Services
Health Care Providers: Health Professionals, Health Facilities; Health Care Plans
and Financing Systems (Philhealth, Health Maintenance Organization, Private
Health Insurance)
Types of Quackery and Their Associated Risks 3. analyze various forms of quackery and fraudulent
Examples: Medical, Nutrition, Device, Beauty, and Fitness health services and their associated risks; and
Physical Activity Participation: Dances 4. perform dances using genre and style specific
Social and Ballroom Dances techniques, expressive skills and choreographic
• Origin and Cultural Context of the Dance intents to enhance movement competence and
• Genre and Style-Specific Dance Techniques physical activity participation.
• Choreographic Intents
Suggested Activities: Cha-Cha, Swing, Boogie, Reggae Dance, Batchata, Kizomba,

Salsa, Argentine Tango, Merengue, Cha Cha Cha, Rumba, Samba, Jive, Paso-doble,
Waltz, Viennese Waltz, Tango, Quick Step, and/or Foxtrot
54
Content Standard The learners demonstrate understanding of intentional injuries and self-harm prevention, and target/invasion
games in promoting personal wellness for active and healthy living.
Performance Standard The learners participate in modified target/invasion games in promoting personal wellness for active and healthy
living.
CONTENT
The learners…
Protecting Self from Intentional Injuries 1. discuss ways to protect self from intentional
●Identifying risks and protective factors injuries;
●Enhancing coping and problem-solving skills
●Building strong socio-emotional skills
●Recognizing warning signs and seeking professional help if necessary
Other Prevention and Protective Strategies for Intentional Injuries (outside 2. formulate recommendations to prevent intentional
the individual) injuries; and
● Healthy Connection and Psychosocial Support Promotion
● Provision of Academic and Economic Support
● Creation of Protective Environments
Physical Activity Participation: Target and/or Invasion Games 3. create games using target and/or invasion game
principles and concepts.
● Focus Game Skills:
1. Game Concepts of Target/Invasion Games
2. Games Principles
- Scoring, Prevent Scoring, Restart, Play, and Transition
3. Skills
Suggested activities: Learner Conceptualized Games
55
Content Standard The learners demonstrate understanding of responsible parenthood, family planning, population growth, and
striking/fielding and/or net/wall games in promoting family wellness for active and healthy living.
Performance Standard The learners participate in modified striking/fielding and/or net/wall games in promoting family wellness for active
and healthy living.
CONTENT
The learners…
Responsible Parenthood and Family Planning 1. discuss the importance of responsible parenthood
● Nature and Importance and family planning;
● Types and Advantages of Family Planning Methods
Determinants, Effects, and Ways to Control Population Growth 2. formulate strategies for addressing population
● Determinants of Population Growth growth;
● Effects of Population Growth on Family Health, Economy, and the Environment
● Responsible Parenthood and Family Planning as a Way to Address Population
Growth
Impact of Physical Activity Participation on Reproductive Process 3. examine impact of physical activity participation
● Impact on Fertility, Conception, Pregnancy, and Post-Partum-Recovery on reproductive process; and
Physical Activity Participation: Striking/Fielding Games and/or Net/Wall 4. create games using striking/fielding and net/wall
Games game principles and concepts.
● Focus Game Skills:

1. Game Concepts of Striking/Fielding Games and/or Net/Wall Games
2. Games Principles
- Scoring, Prevent Scoring, Restart, Play, and Transition
3. Skills
Suggested activities: Learner Conceptualized Games
56
Content Standard: The learners demonstrate understanding of prevention and control of non-common communicable diseases and
social dances in promoting community wellness for active and healthy living.
Performance Standard: The learners participate in personalized exercise programs and social dances in promoting community wellness for
CONTENT
The learners…
Non-Communicable Diseases 1. analyze the nature and risk and protective factors
● Hypertension, Cardiovascular Diseases, Diabetes, Cancer, Asthma, Allergies, for non-communicable diseases;
Kidney Diseases
● Risk and Protective Factors for Non-Communicable Diseases
Measures and Strategies to Prevent Non-Communicable Diseases 2. formulate measures and strategies to prevent non-
● Non-use of Tobacco and Alcohol, Enough Sleep, Healthy Eating, Stress communicable diseases;
Management, and Weight Management
Fitness and Non-Communicable Disease Prevention 3. design a personalized exercise program to prevent
● Exercise Training Principles non-communicable diseases; and
● Designing a Personalized Exercise Program
● Benefits of Fitness in Preventing Non-Communicable Diseases
Physical Activity Participation: Dances 4. practice technical and expressive skills to develop
Dances of the Muslim South proficiency in genre and style-specific techniques
• Origin and Cultural Context of the Dance to improve movement competence and physical
• Genre and Specific Dance Techniques activity participation.
Suggested Activities: Dances from Maguindanao, Maranao, Tausug, Samal, Bajau,

Yakan, Yranon, Sangir, Melabignan, Jama Mapun
57
Content Standard The learners demonstrate understanding of hazards, disasters, and recreational dances in promoting societal
Performance Standard The learners participate in home-based practices and recreational dances in promoting societal wellness for active
and healthy living.
CONTENT
The learners…
Nature and Effects of Hazards and Disasters 1. analyze the nature and effects of hazards and
● Geophysical-Earthquake, Landslides, Volcanic Eruption disasters;
● Hydro-Meteorological- Typhoons, Floods, Storm Surge, Drought
● Biological (Epidemics/Pandemic)
Effects of Hazards and Disasters on Health
Ways to Prepare for or Mitigate the Effects of Hazards and Disasters 2. formulate ways to prepare for or mitigate the effects
of hazards and disasters;
Home-Based Practices to Prepare for or Mitigate the Effects of Hazards and 3. engage in home-based practices to prepare for or
Disasters mitigate the effects of hazards and disasters; and
Examples: Preparing a Family Disaster Supply Kit, Making a Family Disaster
Preparedness Plan, and Conducting Family Emergency Drills
Physical Activity Participation: Dances 4. refine technical and expressive skills to develop
Theatrical Dances proficiency in genre and style-specific techniques to
• Origin and Cultural Context of the Dance master movement competence and physical activity
• Genre and Specific Dance Techniques participation.
Suggested Activities: Basic Ballet, Jazz, Tap, Musical Theatre, Lyrical Dance,
Contemporary Dance, Interpretative Dance
58
Content Standard The learners demonstrate understanding of e-Health and e-Sports in promoting personal wellness for active and
healthy living.
Performance Standard The learners participate in online health and sports activities in promoting personal wellness for active and healthy
living.
CONTENT
The learners…
Characteristics of an e-Health Literate Individual 1. describe the characteristics of an e-health literate
Examples: Competencies in a Wide Range of Literacies; and Ability to Actively individual;
Engage with Digital Services in Safeguarding Health and Well-Being
e-Health Skills and Practices 2. integrate skills and practices to be e-health literate;
Includes Competencies for Mobile Health (Mhealth) and Telemedicine (Telehealth) and
Physical Activity Participation: e-Sports 3. manage an e-sports event applying its concepts
● Concepts and Principles of e-Sports and principles.
1. Competitive Gaming
2. Skill and Strategy
3. Teamwork and Communication
● Event Management Processes
1. Planning
2. Organizing
3. Directing
4. Controlling
5. Budgeting
6. Leading
7. Evaluating
Suggested Activities: League of Legends (LoL), Dota, Hearthstone, Starcraft II, Rocket
League, Minecraft, Valorant, Attack Online 2, Crossfire, Mobile Legends, Garena Free
Fire, FIFA Online 4, PUBG Mobile, Arena Valor, Tekken
59
Content Standard The learners demonstrate understanding of maternal and child health issues prevention and recreational activities
in promoting family wellness for active and healthy living.
Performance Standard The learners participate in recreational activities in promoting family wellness for active and healthy living.
CONTENT
The learners…
Maternal and Child Health (MCH) 1. analyze ways to safeguard the health and well-
● Concept and Importance of Maternal and Child Health being of mothers and children;
● Ways to Promote Maternal and Child Health
Prevention of Maternal and Child Health Issues 2. integrate ways to prevent issues affecting mothers
● Common Maternal and Child Health Issues and children into family roles and responsibilities;
● Ways Families Can Help Prevent Maternal and Child Health Issues
Physical Activities and Maternal and Child Health 3. discuss the role of physical activities in
● Role of Physical Activities in Preventing Maternal and Child Health Issues safeguarding the health of mothers and children;
and
Physical Activity Participation: Recreational Activities 4. manage outdoor recreational activities applying its
● Focus Foundational Skills concepts, principles, and its required fitness
1. Outdoor Recreation Concepts concepts for active living.
- Moderate to Vigorous Activities
- Natural Setting
2. Outdoor Recreation Principles
- Minimizing Environmental Impact
- Recognizing Risks
3. Fitness Concepts
- Agility, Balance, Coordination, Flexibility, Muscular Endurance, and
Cardiovascular endurance
Suggested Activities: Outdoor Recreation: Hiking/Trekking, Camping, Biking, Rock

Climbing, Wall Climbing, Mountain Climbing, Water Rafting, Kayaking, Canoeing,
Swimming, and/or Orienteering
60
Content Standard The learners demonstrate understanding of community health issues, tone health, and ballroom dances in
promoting community wellness for active and healthy living.
Performance Standard The learners participate in traditional dances and other physical activities in promoting community wellness for
CONTENT
The learners…
Community Health Issues and Concerns 1. discuss common community health issues,
such as but not limited to Healthy Aging, Caring for the Elderly, Coping with Loss programs, and laws and policies;
and Grief, Building Active Lifestyles, and Nurturing Healthy and Sustainable
Environments
Community Health Programs, Laws, and Policies

●Community Health Programs (Emphasize Local Initiatives to Promote Community
Health)
● Laws and Policies to Safeguard Community Health
One Health 2. integrate the concept of One Health in
● Concept and Principles understanding the interdependence of human,
● Objectives and Applications animal, and environmental health;
Organizing Physical Activities for Community Health 3. organize physical activities to promote community
health; and
Physical Activity Participation: Dances 4. perform dances to refine technical and expressive
Dances of the Traditionalist Communities skills using genre and style specific techniques to
• Origin and Cultural Context of the Dance master movement competence and physical
• Genre and Specific Dance Techniques activity participation.
Suggested Activities: Dances from the ethnic groups of Mansaka, Tboli, Manobo,
Blaan, Teduray, Bagobo, Ata, Mamanwa, Magguangan, Mandaya, Banwa-on,
Bukidnon, Dulangan, Kalagan, Subanon, Tagakolu, Talaandig
61
Content Standard The learners demonstrate understanding of basic emergency care and services, basic life support, and emerging
dances in promoting societal wellness for active and healthy living.
Performance Standard The learners participate in basic life support practices and emerging dances in promoting societal wellness for active
and healthy living.
CONTENT
The learners…
Basic Emergency Care 1. integrate basic emergency care as part of first aid
● Nature and Objectives knowledge and skills;
● Principles and Guidelines
● Steps/Procedures
Basic Life Support 2. demonstrate skills in providing basic life support;

●Nature and Guidelines and
●Steps/Procedures
Physical Activity Participation: Dances 3. manipulate combinations of the elements of dance

Emerging/Popular Dances and choreographic devices to communicate their
• Origin and Cultural Context of the Dance choreographic intent to master movement
• Genre and Specific Dance Techniques competence and physical activity participation.
• Choreographic Intents
Suggested Activities: Tiktok dance, Kpop Dances, Street Dance styles, Cheer dance
62
APPENDIX: GAME CONCEPTS AND PRINCIPLES
Game Classification: Target Game Classification: Invasion Game Classification: Game Classification: Net/Wall
Striking/fielding
1. Game Concepts 1. Game Concepts 1. Game Concepts 1. Game Concepts

- Positioning (people and location - Positioning (attacking by - Positioning (attacking by - Positioning (attacking by
in space) and defending creating and moving into space) creating and moving into space) creating and moving into space)
- Relationship with people and defending and defending
and defending
(creating and moving into space) - Relationship with people - Relationship with people
- Relationship with objects - Relationship with people (denying and covering space, (denying and covering space)
(sending, propelling, striking, (denying and covering space) retrieving the ball) - Relationship with objects:
blocking intended target/area) - Relationship with objects: - Relationship with objects: sending away (serve)
sending away (throw), receive, striking (attack), receiving
travel with object, block (defend), (defend), sending away (throw and
strike)
2. Game Principles 2. Game Principles 2. Game Principles 2. Game Principles
A. Scoring: A. Scoring: A. Scoring: A. Scoring:
a. Exert the proper amount of a. Maintain possession a. Accurately hit the ball over ● Flight reception/ Tracking
force in the direction of the b. Avoid defensive players around the fielding team to ● Maintaining a Rally
target with precision. c. Create space for self open or safe areas ● Court positioning
b. Determine the proper path and d. Attack the goal b. Avoiding getting out Supporting or covering
distance between the object e. Create mismatch c. Positioning to cover space ● Building/ setting an attack
and the goal. f. Recognizing good attacking d. Advancing runners so they are Target and find open space
c. Design the object's path, or the and/or scoring opportunity/ies closer to the scoring area ● Finding weakness
Placing/ Drop
team's path, to the destination g. Set plays e. Quickly running to a safe area
using a strategy. B. Prevent Scoring: (base) before fielding team is
B. Prevent Scoring:
able to throw to the safe area
B. Prevent Scoring: Forcing low percentage shot/
or tag the runner Force low percentage shot
prevention of advance movement
Control the object's aim and
of opponents B. Prevent Scoring: a. Defend an attack (cover space,
precision so that it blocks a path
blocking, counter the attack
for the opposition, lowering their a. Defend the goal Forcing low percentage shot
63
chances of scoring by having their b. Defend space a. Defending a plate or a base b. Read responses of opponents/
object land closer to the target c. Defend area coverage b. Stop batters making runs read the spin of the ball
than yours. d. Obtain possession c. Covering base c. Return of Serve
e. Predict opponents' movement d. Make hitting the ball difficult d. Return fast moving object
f. Defensive positioning e. Get batter out
f. Prevent hitting to open spaces
g. the pitcher or the bowler will
A. Scoring: make hitting the ball difficult
for the batter by throwing it
a. Exert the proper amount of quickly
force in the direction of the target
with precision.
b. Determine the proper path and
distance between the object and
the goal.
c. Design the object's path, or the
team's path, to the destination
using a strategy.
B. Prevent Scoring:
Control the object's aim and
precision so that it blocks a path
for the opposition, lowering their
chances of scoring by having their
object land closer to the target
than yours.
64
3. Restart Play and Transition Restart Play and Transition 3. Restart Play and Transition 3. Restart play and transition
(moving from attack to defend (moving from attack to defend or
(Moving from attack to defend or
or vice-versa) vice-versa)
a. Si-jack (begin)- Taekwondo vice-versa)
b. Laban (Arnis) a. Jump ball a. Service
a. Ball play
c. Move from attack to defend or b. Inbound b. Receiving Serve
vice-versa c. Kick-in b. Alternation of Roles c. Alternation of Roles
d. Throw-off
e. Alternation of roles
65
APPENDIX: DANCE CONTENTS
Grade
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Levels
Rhythmic Rhythmic Rhythmic Dances Dances Dances Dances

Activities and Activities and Activities and (Hispanic
(Dances of the (Dances of the (Dances of the
Dances Dances Dances Influence Dances
Northern Muslim South) Traditionalist
of the Lowland
(Dance Exercise, (Dance Exercise, (Dance Exercise, Highlands) Communities)
Christians)
Third Movement Movement Dance
Quarter Exploration, Exploration, Movements,
Fundamental Fundamental Traditional
Dance Dance Dances)
Movements and Movements and
Steps, Social Steps, Social
Dance Mixers) Dance Mixers)
Rhythmic Rhythmic Rhythmic Dances Dances Dances Dances

Activities and Activities and Activities and
(ASEAN Dances) (Social and (Theatrical (Emerging/
Dances Dances Dances
Ballroom Dances) Popular Dances)
(Dance Exercise, (Dance Exercise, (Dance Exercise, Dances)
Fourth Movement Movement Dance
Quarter Exploration, Exploration, Movements,
Fundamental Fundamental Traditional
Dance Dance Dances)
Movements and Movements and
Steps, Social Steps, Social
Dance Mixers) Dance Mixers)
66
APPENDIX: HEALTH CONTENT AREAS
Grade
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Levels
Mental and Mental and Sexual and

First Safety and First
Personal Health Emotional Personal Health Emotional Reproductive Personal Health
Quarter Aid
Health Health Health
Sexual and Sexual and

Second Growth and
Family Health Reproductive Family Health Family Health Reproductive Family Health
Quarter Development
Health Health
Disease Disease
Third Prevention of Prevention of Community
Food Literacy Prevention and Food Literacy Prevention and
Quarter Substance Use Substance Use Health
Control Control
Fourth Consumer Safety and First Environmental Safety and First Consumer Safety and First Safety and First
Quarter Health Aid Health Aid Health Aid Aid
67
GLOSSARY
Advocacy A process of arguing in support of a cause or position or speaking out and acting on behalf of one's
self or another to ensure that your or others' interests are considered.
Agility Is the ability to move or change directions quickly.
Basic Life Support Provided to support a person’s respiration and circulation through cardiopulmonary resuscitation
until advanced life support is available
Big Ideas Refers to the core concepts, principles, theories, and processes of Physical Education & Health
Learning Area, which should serve as the focal point of curriculum, instruction, and assessment
and reflect expert understanding and anchor the discourse, inquiries, discoveries, and arguments.
Also, they provide a basis for setting curriculum priorities to focus on the most meaningful content.
Cardiopulmonary lifesaving method that can be applied when someone's breathing and heartbeat has stopped and
Resuscitation includes a combination of rescue breathing and chest compressions
Cardiovascular diseases A general term for conditions affecting the heart or blood vessels that is usually associated with a
build-up of fatty deposits inside the arteries, an increased risk of blood clots, and damage to
arteries in organs such as the brain, heart, kidneys, and eyes.
Choreography Sequence of steps, figures, and floor pattern in a dance.
Chronic Sports-Related Sports-related injuries take time to develop and may get worse over many months or years.
Injuries
Community Health Focuses on ways of living within defined communities to maintain and improve the health and well-
being of all people through collective action.
Community Situates the learner as an integral part of his/her community and the environment, with
Environmental Health responsibility to help protect the environment, supported by individual and community actions and
Assessment legislation to promote a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, noxious animal control, and the delivery of primary health care
Consumer Health Application of consumer skills in the wise evaluation, selection and use of health information,
health products, and health services
Dance Interpretation Way of performing a dance that is guided by dance literature
Differentiated Instruction Is a teaching mode that accounts for students' needs and learning styles before designing a lesson
plan.
Dimensions of Health Interrelated variables that influence an individual's level of overall health. The variables, frequently
referred to as dimensions, are physical, social, emotional, mental, environmental, cultural,
financial, occupational, and spiritual.
68
Double-barreled Verbs these pertain to the multiple indicators in each learning objective and learning competency.
E-health Literacy One's ability to seek, find, understand, and appraise health information from electronic sources
and apply the knowledge gained for addressing or solving a health problem
Elements of Movement The variables that are combined in composing and performing a movement. The elements are
dynamics, time, space, and relationships.
Emerging Dances Newly created or noticed dance in growing popularity, interest, and utility over time. (i.e, tiktok,
dance challenge, korean pop, modern dance style)
Relates to the personal interactions within the family that nurtures the individual and that provides
Family Health a home environment that enhances his/her growth as a person and the development of ideals,
values and standards of behavior regarding sexuality and responsible parenthood
Family Planning Ability of individuals and couples to anticipate and attain their desired number of children and the
spacing and timing of their births
Festival Dance Cultural dance performed to the beats of instruments, usually percussion, by a community sharing
the same culture
Fielding Games Games in which a team can score a point when a player strikes a ball or any similar object and run
to designated area while the other team attempts to retrieve the ball and return to prevent the
opponent from scoring
Food Literacy Developing knowledge, attitudes and skills related to healthy diet and understanding the impact of
food choices on one’s health and the environment
Growth and Development Developmental milestones, especially during childhood and adolescence, with emphasis on
attention to personal health and the development of self-management skills to cope with life’s
changes
Health Appraisal A systematic way of gathering information about an individual's physical health and lifestyle that
helps individuals identify and understand their health risks and monitor their health status over
time
Holistic Development Development of personal health involving the various health dimensions such as the physical,
emotional, mental, social, financial, spiritual, and occupational
The ability to selectively access and critically analyze information, navigate community services and
Health Literacy resources, and take action to promote personal health and the health of others.
Invasion Games Games in which the aim is to invade an opponent's territory and score a goal or point
A person's cognitive and thinking processes: the capacity to think coherently, express thoughts and
Mental Health feelings appropriately, manage stress effectively, and respond to situations constructively. It also
pertains to the ability to learn and work well and become a productive member of the community.
69
Games or sports that are adapted to suit the skills and characteristics of students through
Modified Games/Sports alterations to rules, equipment and/or the playing field
Movement Concepts Variety of knowledge and approaches that help individuals or groups to understand, analyze and
achieve the objectives of an activity, performance, or game
Net/wall Games Games in which players send an object (e.g., ball, shuttle) over a net or against a wall so that it
lands in an area that an opponent is defending
One Health An integrated, unifying approach that aims to sustainably balance and optimize the health of
people, animals and ecosystems (World Health Organization)
Outdoor Recreation Leisure activities that take place in a natural setting that improves mind and body, examples are
camping, mountain climbing, wall climbing, rock climbing, biking, etc.
Personal Health Development and daily practice of health behaviors that promote physical, mental, social,
emotional, and moral/spiritual health and prevent personal health issues
Physical Literacy Disposition acquired by human individuals encompassing the motivation, confidence, physical
competence, knowledge and understanding that establishes purposeful physical pursuits as an
integral part of their lifestyle
Psychoactive Substances Substances that alter the brain functions and result in changes in mood, consciousness, thoughts,
feelings, or behavior
Recreational Dance Any form of dancing that is performed primarily for its social, educational or health benefits
Rhythmic Activities Physical activities that involve movement accompanied by music
Self-Management Skill An individual's capacity to govern and control one's behaviors, feelings, and ideas
Social Dance Dance usually performed with a partner, in groups or as a community activity for fun and
enjoyment
Speed Ability of the body to move in one direction as fast as possible
Activity involving physical exertion, skill and/or hand-eye coordination as the primary focus of the
Sport activity, with elements of competition and the rules and patterns of behavior governing the activity
usually exist formally through organizations
Sport specific skills Specific skills that are performed or used in playing a sport
Sports First Aid Immediate and temporary care for injuries incurred during sports events
Staging Presentation of a dance performance
Striking/ Fielding Game Game where in the team scores whenever the players strike a ball and run to a designated playing
areas while the opposing team tries to catch the ball and return to it to stop them from scoring
70
Target Game Games in which players send an object, such as a ball or dart towards a target area. in order to
prevent the opposition from scoring, this may occasionally also entail avoiding obstacles, defending,
guarding, or impeding the route of the opponent's ball.
Well-being Sense of satisfaction and happiness, effective social functioning and the dispositions of optimism,
openness, curiosity, and resilience
71
REFERENCES
Amending Republic Act No. 11332, otherwise known as the “Mandatory Reporting of Notifiable Diseases and Health Events of
Public Health Concern Act, and for Other Purposes, http://legacy.senate.gov.ph/lisdata/3252229393
Aspen Institute Project Play (2013). Physical literacy in the United States: A model, strategic plan and call to action.
https://www.aspeninstitute.org/wp- content/uploads/files/content/docs/pubs/PhysicalLiteracy_AspenInstitute.pdf
Benes, S., and Alperin, H. (2016). The essentials of teaching health education: Curriculum, instruction, and assessment. USA:
SHAPE America
Bronfenbrenner’s Ecological systems theory. https://www.simplypsychology.org
Clean Air Act of 1999. https://www.iea-coal.org

Clean Water Act of 2004. https://r12emb.gov.ph
Comprehensive Dangerous Drugs Acts of 2002. https://lawphil.net
Comprehensive sexuality education (DepEd Order No.31 s.2018) and the Responsible Reproductive Health Act of 2012. Retrieved
from https://www.deped.gov.ph.
Cottrell, R.R., Girvan, J.T., and Mckenzie, J.F. (1999). Principles and Foundations of Health promotion and education.
Massachusetts: Allyn and Baco
DepEd Order no. 8 s. of 2015, “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program”
DO 1 - Arts & Physical Education as the proper vehicle for DECS’ Cultural Revival Program (1957)
DO 21 - Policy Guidelines on the K to 12 Basic Education (2019)
DO 30 - Preventive Drug Education Program Policy for Curriculum and Instruction (2018)
DO 31 - Policy Guidelines on the Implementation of Comprehensive Sexuality Education (2018)
DO Memorandum #1 - Cultural Revival Through Art Education, Music and Physical Education in the Elementary Schools (1963)
72
DO Memorandum #16 - Classification on the Revised PE and Health, Music, PMT and Scouting Program (1973)
Fisher, W. A., Fisher, J.D., and Harman, J. (2003). The information-motivation-behavioral skills model: A general social
psychological approach to understanding and promoting health behavior. https://sundhedsmotivation.dk
Global School Health Initiative (WHO) - Global School Health Initiatives: Achieving Health and Education Outcome (2015)
Health belief model and behavior change. https://www.verywellmind.com
Malina, Robert, “Movement proficiency in childhood: Implications for physical activity and youth sport,” Kinesiologia Slovenica, 18
(3):19-34, 2012.
Mental Health Act or Republic Act. No. 11036. https://www.officialgazette.gov.ph
Nutbeam, D. (2015). Defining, measuring, and improving health literacy. Health Evaluation and Promotion. 42. 450-55.
Philippine Constitution Article 2 Section 17 (1986)
PD No. 856 Code on Sanitation of the Philippines. https://doh.gov.ph
Philippine Disaster Risk Reduction and Management RA No. 1012. https://lawphil.net

RA No. 5708 - An Act Providing for the Promotion and Financing of an Integrated Physical Education and Sports Development
Program for the Schools in the Philippines (1969)
RA No. 9003 or the Ecological Solid Waste Management Program. https://www.officialgazette.gov.ph
RA No. 10533 - An act enhancing the Philippine Basic Education system by strengthening its curriculum and increasing the
number of years for basic education (2013)
RA No. 11036 - Mental Health Act UNESCO Strategy on Education for Health and Well-Being (2017)
Renewable Energy Act of 2008. https://ap.fftc.org.tw
Robert Sallis, Deborah Rohm Young, Sara Y Tartof, James F Sallis, Jeevan Sall, Qiaowu Li, Gary N Smith, Deborah A Cohen.
Physical inactivity is associated with a higher risk for severe COVID-19 outcomes: a study in 48 440 adult patients. British
Journal of Sports Medicine, 2021; bjsports-2021-104080 DOI: 10.1136/bjsports-2021-104080
Ryan, S. and Carr, A. (2010). The theory of planned behavior. from: https://www.sciencedirect.com
73
The shape of the Australian curriculum: Health and Physical Education (2012). Sydney: Australian Curriculum, Assessment, and
Reporting Authority
Tobacco Regulation Act of 2003. https://www.tobaccocontrollaws.org
UNESCO Quality Physical Education (QPE) - UNESCO Quality Physical Education (QPE): Guidelines for Policy Makers (2015)
Universal Health Care Act. Retrieved from https://doh.gov.ph.
U.S. Centers for Disease Control and Prevention (2010). The association between school-based physical activity, including physical
education and academic performance. Atlanta, GA: U.S.
World Health Organization (2010). Global recommendations on physical activity for health.
www.who.int/dietphysicalactivity/factsheet_recommendations
74

FINAL MATATAG PE and Health CG 2023 Grades 4-10

Uploaded by

Copyright:

Available Formats

FINAL MATATAG PE and Health CG 2023 Grades 4-10

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FINAL MATATAG PE and Health CG 2023 Grades 4-10

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

PHYSICAL EDUCATION & HEALTH

PHYSICAL EDUCATION & HEALTH SHAPING PAPER

MAPEH in Key Stage 1

Objectives of the Physical and Health Curriculum

Theoretical/Philosophical Bases for the Physical Education & Health Curriculum

Physical Education & Health Curriculum Framework

Curriculum Framework of the Physical Education and Health Curriculum

STRUCTURE OF THE LEARNING AREA

Physical Education & Health Standards

Learning Area Standards

PE & Health Curriculum Learning Area Standard

Key Stage Standard

KEY STAGE 2 KEY STAGE 3

The learners demonstrate fundamental The learners integrate health and

• Each standard is realistic.

Content Standards should be revised considering the following:

Performance Standards should be revised considering the following:

Learning Competencies should be revised considering the following:

Development of 21st Century Skills

Three Methods of Assessment

Final Grade for

Music & Arts 90 91 92 95 -

Example of Assessment Strat egies

PHYSICAL EDUCATION & HEALTH CURRICULUM GUIDE

Key Stage Key Stage Standard

Grade Level Grade Level Standard

Suggested Activities: Philippine Traditional Games (Tatsing, Calahoyo, Tumbang

Suggested Activities: Philippine Traditional Games (Agawan Base, Agawan

Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Movement

Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Movement

- Agility, Balance, Coordination, Speed b. manipulative skills by striking, receiving,

Suggested Activities: Philippine Traditional Games (Kickball, Syato, Bati-Cobra,

Suggested Activities: Games (Pickle Ball, Wall Ball, Ringo)

Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Movement

Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Movement

Suggested Activities: Modified Sports

Suggested Activities: Modified Sports

- Intensity: Moderate to Vigorous Physical Activities (MVPA)

- Intensity: Moderate to Vigorous Physical Activities (MVPA)

Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Dance

Suggested Activities: Sports: Basketball, Football, Floorball, Futsal, Ultimate

Suggested Activities: Sports: Baseball, Cricket, Softball, Choctaw stickball and/or

Suggested Activities: Sports: Table Tennis, Lawn Tennis, Volleyball, Squash,

Suggested Activities: Dances from Abra, Apayao, Benguet, Ifugao, Kalinga,

Suggested Activities: Cha-Cha, Swing, Boogie, Reggae Dance, Batchata, Kizomba,

Suggested activities: Learner Conceptualized Games

● Focus Game Skills:

Suggested activities: Learner Conceptualized Games

Suggested Activities: Dances from Maguindanao, Maranao, Tausug, Samal, Bajau,

Suggested Activities: Outdoor Recreation: Hiking/Trekking, Camping, Biking, Rock

Community Health Programs, Laws, and Policies

Basic Life Support 2. demonstrate skills in providing basic life support;

Physical Activity Participation: Dances 3. manipulate combinations of the elements of dance

APPENDIX: GAME CONCEPTS AND PRINCIPLES

1. Game Concepts 1. Game Concepts 1. Game Concepts 1. Game Concepts

APPENDIX: DANCE CONTENTS

Rhythmic Rhythmic Rhythmic Dances Dances Dances Dances

Rhythmic Rhythmic Rhythmic Dances Dances Dances Dances

APPENDIX: HEALTH CONTENT AREAS