Assessment 1. State The Legal Basis of The Teaching of Physical Education (PE)

Assessment
1. State the legal basis of the teaching of Physical Education (PE)

It is declared policy of the state to give “give priority to education, science and
technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social
progress, and promote total human liberation and development” (Article II, Section 17)
The state recognizes the vital role of the youth in nation-building and shall promote
and protect their physical, moral, spiritual, intellectual, and social well-being (Sec.13)
•The state shall protect and promote the right to health of the people and instill health
consciousness among them (Sec.15)
The state shall protect and advance the right of the people to a balanced and
healthful ecology in accord with the rhythm and harmony of nature (Sec. 16)
• The state shall give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and promote total
human liberation and development (Sec. 17)
2. Discuss the intended outcomes, scope, guiding principles, approaches and methods for the
teaching of PE
The K to 12 PE Curriculum develops the student’s skills in accessing, synthesizing
and evaluating information, making informed decisions, enhancing and advocating the skills
underpin the competence, confidence and commitment required of all students to live an
active life for fitness and health.
The Curricular Philosophy of the K to 12 PE Curriculum Fitness and movement
education content is the core of the K to 12 PE Curriculum. It includes value, knowledge,
skills and experiences in physical activity participation in order to (1)Achieve and maintain
health-related fitness (HRF) as well as (2) optimize health. • In particular, it hopes to instill an
understanding of why HRF is important so that the learner can translate HRF knowledge into
action.
LEARNING STRANDS
1. Body management which includes body awareness, space awareness, qualities and
relationships of movements and how these are used dynamically in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the
basis of all physical activities. 3. Games and sports consisting of simple, lead-up and indigenous
games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythm and dances include rhythmical movement patterns; the promotion and appreciation of
Philippine folk dance, indigenous and traditional dances as well as other dance forms. 5. Physical
fitness includes assessment through fitness tests and records, interpreting, planning and
implementing appropriate programs that support fitness and health goals.
1. THE K TO 12 PE CURRICULUM PRIORITIZES THE FOLLOWING STANDARDS: 1.
HABITUAL PHYSICAL ACTIVITY PARTICIPATION to achieve and maintain health-
enhancing levels of fitness. 2. COMPETENCE IN MOVEMENT AND MOTOR SKILLS
requisite to various physical activity performances.
2. 9. 3. VALUING PHYSICAL ACTIVITIES for enjoyment, challenge, social interaction and
career opportunities. 4. UNDERSTANDING VARIOUS MOVEMENT CONCEPTS,
PRINCIPLES, STRATEGIES, and TACTICS as they apply to the learning of physical activity.
3. VALUING PHYSICAL ACTIVITIES for enjoyment, challenge, social interaction and career
opportunities. 4. UNDERSTANDING VARIOUS MOVEMENT CONCEPTS, PRINCIPLES,
STRATEGIES, and TACTICS as they apply to the learning of physical activity.
The acquisition of physical literacy serves as the foundation for lifelong physical activity
participation which is critical to maintaining and promoting health. Thus, the health strand in
the SHS is seamlessly integrated in the PE curriculum. The strand optimizes the learner’s
potential health and well- being and contributes to building healthy, active communities.
Thus, the course title, Health-Optimizing PE or H. O. P. E.
K-3 The learner demonstrates understanding of movement concepts and skills in
preparation for active participation in various physical activities. 4-6 The learner
demonstrates understanding of principles in movement and fitness for active participation in
various physical activities. 7-10 The learner demonstrates understanding in integrating
physical activity behaviors in achieving an active lifestyle.
Grades 1- 3 The learner demonstrates understanding of body awareness, space
awareness, qualities of effort and movement relationships through participation in enjoyable
physical activities. Grades 4-6 The learner demonstrates understanding of the importance of
physical activity and physical fitness through participation in and assessment of physical
activities. • Grade 7 The learner demonstrates understanding of personal fitness in achieving
an active lifestyle. Grade 8 The learner demonstrates understanding of family and school
fitness in sustaining an active lifestyle. • Grade 9 The learner demonstrates understanding of
community fitness in sustaining and promoting an active lifestyle. • Grade 10 The learner
demonstrates understanding of societal fitness in promoting an active lifestyle.
4. Examine the alignment of goals, standards and content in the teaching of Physical Education.
Are they aligned? Support your answer
Assessments should reveal how well students have learned what we want them to
learn while instruction ensures that they learn it. For this to occur, assessments, learning
objectives, and instructional strategies need to be closely aligned so that they reinforce
one another.

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