MODULE 1

Course Introduction

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:
1. Clarify course outcomes, requirements, grading system and classroom
policies.
2. Relate course outcomes and requirements to USM VMGO.

USM Vision, Mission, Core Values, Objectives, Mandates

Vision
Quality and relevant education for its clientele to be globally competitive,
culture sensitive and morally responsive human resources for sustainable
development.

Mission
Help accelerate socio-economic development M1, promote harmony among the
diverse culturesM2 and improve quality of life M3 through instruction, research,
extension and resource generation in Southern Philippines.

Core Values
G-Goodness, R-Responsiveness, E-Excellence, A-Assertion of Right and T-
Truth

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 MODULE 2
Integrating Technology in Instruction
Intended Learning Outcomes
By the end of this topic/chapter, you must be able to:

1. Discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy

integration skills

2. analyze the learning competencies of every year level according to the field of
specialization of the pre-service teachers01
3. review some units in the curriculum guide with focus on the development of 21 st
century skills

Activity. Recalling ICT-Integrated Activities Experienced

Recall the ICT tools that were used by your teachers in your Physical
and Health Education subjects and describe how these were used to help
you understand your lessons. Write at least five vis-a-vis the ICT tools and
a short description of how these were used.

Explore:
Teaching has always been a challenging profession since knowledge has
been precipitously expanding and essential skills have been incessantly
increasing and changing. With these challenges, teachers need to engage
educational technologies in teaching is based on theories, principles, and
philosophical foundations. Understanding these will help you successfully
integrate technologies to enable your students to demonstrate the intended
learning outcomes.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and
principles about integrating technology in instruction:

1. John Pisapia (1994)

Integrating technology with teaching means the use of learning
technologies to introduce, reinforce, supplement, and extend skills. For
example, if a teacher merely tells a student to read a book without any
preparation for follow up activities that puts the book in pedagogical
context, the book is not integrated. In the same way, if the teacher uses
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the computer to reward children by allowing them to play a game, the
computer is not integrated.
On the other hand, integrating technology into curricula can mean
different things: 1) computer science courses, computer-assisted
instruction, and/or computer enhanced or enriched instruction, 2)
matching software with basic skill competencies, and 3) keyboarding with
word processing followed up with presentation tools.

2. International Society for Technology in Education (ISTE)

Effective integration of technology is achieved when students are able
to select technology tools to help them obtain information in a timely
manner, analyze, and synthesize the information, and present it
professionally. The technology should become an integral part of how the
classroom functions - as accessible as all other classroom tools.

3. Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader curriculum
reforms which include both infra-structural as well as pedagogical
considerations that are changing not only how learning occurred, but what
is learnt.

4. Qiyun Wang and Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching and
learning is a growing area that has attracted many educators’ efforts in
recent years. Based on the scope of content covered, ICT integration can
happen in three different areas: curriculum, topic, and lesson.

5. Bernard Bahati (2010)

The process of integrating ICT in teaching and learning has to be
done at both pedagogical and technological levels with much emphasis
put on pedagogy: ICT integration into teaching and learning has to be
underpinned by sound pedagogical principles.

6. UNESCO (2005)
ICT integration is not merely mastering the hardware and software
skills. Teachers need to realize how to organize the classroom to structure
the learning tasks so that ICT resources become automatic and natural

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response to the requirements for learning environments in the same way
as teachers use markers and whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your Physical Education
and Health Education instruction, there is a need to have a good grasp of
what Information and Communication Technology (ICT) is all about.
Specifically, there is a need also to determine the ICTs that are available
for Physical Education and Health Education. The following are the
definitions of ICT from various literatures.

1. Moursund (2005)
ICT includes all the full range of computer hardware, computer
software, and telecommunications facilities. Thus, it includes
computer devices ranging from handheld calculators to
multimillion worth super computers. It includes the full range of
display and projections devices used to view computer output. It
includes the local area networks and wide area network that will
allow computer systems in people to communicate with each
other. It includes digital cameras, computer games, CDs, DVDs,
cell telephones, telecommunication satellites, and fiber optics. It
includes computerized machinery and computerized robots.

2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to
communicate, create, disseminate, store and manage information.
These technologies include hardware devices, software applications,
internet connectivity, broadcasting technologies and telephony.

3. UNESCO (2020)
ICT is a diverse set of technological tools and resources used to
transmit, store, create, share, or exchange information. These
technological tools and resources include computers, the Internet
(website, blogs, and emails), live broadcasting technologies (radio,
television and webcasting), recorded broadcasting technologies
(podcasting, audio and video players and storage devices) and
telephony (fixed or mobile, satellite, visio/video-conferencing, etc.).
UNESCO defines it also as a scientific, technological, and
engineering discipline and management technique used and handling

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 information, its application, and association with social, economic, and
cultural matters.

4. Ratheeswari (2018)
Information communication technologies (ICT) influence every
aspect of human life. They play salient roles in workplaces, business,
education, and entertainment. Moreover, many people recognize ICTs
as catalysts for change: change in working conditions, handling and
exchanging information, teaching methods, learning approaches,
scientific research, and in accessing information communication
technologies. In this digital era, ICT is important in the classroom for
giving students opportunities to learn and apply the required 21 st
Century Skills. ICT improves teaching and learning and its importance
for teachers in performing their role of creators of pedagogical
environments. ICT helps a teacher to present his/her teaching
attractively and enables the learners to learn at any level of
educational programmes.

Using ICT Integration Frameworks in Physical and

Health Education Learning Plans

There are a lot of concepts provided by experts relevant to

integrating technology in instruction apart from the above citations.
These concepts are very helpful to clarify lingering issues on how
technologies are properly integrated in the teaching-learning process.
It must be noted that there are possible instances when technologies
are used in the classroom but the way these are used does not
promote learning and does not help facilitate the attainment of the
intended learning outcomes set for a class. There is a need, therefore,
to enlighten you on the principles on how educational technologies will
contribute to the facilitation of the teaching-learning process. For this
purpose, the following framework may serve as a guide in integrating
ICTs in developing learning plans or lesson plans in different subjects
particularly Physical Education and Health Education.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow
learners to understand their lessons and master the skills they are
expected to demonstrate. Thus, it will be reassuring if teachers will
explore on engaging various media to support various learning activities in
classrooms. This is how the Conversational Framework (Laurillard, 2002)
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 may support learning. The framework postulates a way of presenting
teaching and learning in terms of events. These are five (5) key teaching
and learning events in the framework which are identified as:
a. Acquisition
b. Discovery
c. Dialogue
d. Practice and
e. Creation

Vis-a-vis the five events are specific teaching actions or

strategies, learning actions or experience, related media form,
examples of non-computer-based activity and examples or computer-
based activity.

Teaching Teaching Learning Related Examples of Examples of

and Action or Action or Media Non- Computer-Based
Learning Strategy Experience Form Computer- Activity
Event Based Activity

Acquisition show, Attending, Narrative: TV, video, film, Lecture notes

demonstrate apprehending, lectures, online, streaming
, describe, listening books, other videos of lectures,
explain Linear print DVD, multimedia
presentatio publications including digital
nal. Usually video, audio clips,
same ‘text’ and animations
acquired
simultaneo
usly by
many
people

Discovery Create or Investigating, Interactive: Libraries, CD based, DVD,

set up or exploring, galleries, or Web resources
find out or browsing, museums including
guide searching Non-linear hypertext,
through presentatio enhanced
discovery nal, hypermedia,
spaces and seaarchabl multimedia
resources e, filterable resources. Also
etc. but no information
feedback gateways.

Dialogue Set up, Discussing, Communic Seminar, Email, discussion,

frame, collaborating, ative: tutorials, forums, blogs
moderate, reflecting, conferences
lead, arguing,

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 facilitate analyzing, Conversati
discussions sharing on with
other
students,
lecturer or
self

Practice model Experimenting, Adaptive: Laboratory, Drill and practice,

practicing field trip, tutorial
simulation, role programmes,
Feedback, play simulations, virtual
learner environments
control

Creation facilitating Articulating, Productive: Essay, object, Simple existing

experimenting, animation, tools, as well as
making, model especially created
synthesizing Learner programmable
control software

Teaching and Learning Events and Associated Media Forms (Czerniewicz &
Brown, 2005) adapted from Laurillard (2002)

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three
fundamental elements. These are pedagogy, social interaction and
technology. These elements are diagrammatically represented by Wang
in the Figure below:

Interaction with content

Pedagogy

Interaction with people

Social Interaction Technology

Figure1. Three Fundamental Elements of ICT Integration (Wang, 2008)

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 C. Categories for Information Communication and Technology (ICT) in
Teacher Training

There are a lot of researches that will prove that the integration of ICTs can
fully transform classroom instruction. Haddad in 2003 states that the teachers’
use of ICT supports the development of higher order thinking skills (HOTS) and
promotes collaboration. This is the reason why it is recognized ast training in ICT
pedagogy integration is promoted.
For a successful ICT-pedagogy integration training to take place, a training
framework used as a guide will be of help. Jung (2005) was able to organize
various ICT teacher training efforts into four categories. This is presented in this
framework.
It is imperative to note that when teachers are digitally literate, where they
are able to integrate such in the curriculum will promote better understanding of
the lessons among the learners.

Core Technology

ICT as facilitating or
ICT as core delivery technology
networking technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or

methods ICT as main content focus

Complementary Technology

Figure 2. ICT-Pedagogy Integration

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and

knowledge and with the ubiquity of Information and Communication
Technology (ICT) for instruction, UNESCO developed an ICT
Competence Framework for Teachers (UNESCO, 2018).
This framework which is a part of a range of initiatives by the UN and
its specialized agencies including UNESCO aims to promote educational
reform and sustainable economic development anchored on the principles
and objectives of the Millenium Development Goals (MDG), Education for
All (EFA), the UN Literacy Decade (UNLD), and the Decade of Education
for Sustainable Development (DESD). As shown by the framework, the
teachers have six aspects of work: understanding ICT in education,
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 curriculum and assessment pedagogy, application of digital skills,
organization and administration, and teacher professional learning. Across
the six aspects of work are the three approaches to teaching based on
human capacity development-knowledge acquisition, knowledge
deepening, and knowledge creation.

ICT Competency Framework for Teachers (UNESCO, 2018)

The framework also specifically aims to equip teachers to enable

them to perform their roles in achieving the following societal goals:
 Build work forces that have information and communications
technology (ICT) skills and are reflective, creative and adept at
problem-solving in order to generate knowledge;
 Enable people to be knowledgeable and resourceful so they are
able to make informed choices, manage their lives effectively and
realize their potential;
 Encourage all members of society irrespective of gender,
language, age, background, location, and differing abilities to
participate fully in society and influence the decisions that affect
their lives; and
 Foster cross cultural understanding, tolerance, and the peaceful
resolution of conflict.

Evaluate:

1. Teachers also work as curricularist. Anent this role, how do you intend to
make your ICT integration more responsive and relevant?

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 MODULE 3
The Nature, Structure, and Content of Physical
Education

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:
1. Analyze the nature, structure, and content of the K to 12 Physical Education
Curriculum.

The Nature, Structure, and Content of Physical Education

Introduction
Physical Education adopts both fitness and movement curriculum models.
The program is based on the principle “Move to Learn, Learn to Move.” It is
anchored on the context of legal and philosophical underpinnings in
consonance with the intention of Article IV, Section 19 of the Philippine
Constitution which mandates that:
The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry. All
educational institutions shall undertake regular sports activities throughout
the country in cooperation with athletic clubs and other sectors.

Curricular Philosophy of Physical Education

The curricular philosophy of the PE education emphasizes active
participation in a balanced variety of physical movement activities for fitness
and health.

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. Thus, self-management is an important skill. In
addition, this curriculum recognizes the view that fitness and healthy physical activity (PA)
behaviors must take the family and other environmental settings (e.g. school, community
and larger society) into consideration. This curricular orientation is a paradigm shift from
the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn
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to move embodies the learning of skills, 10
and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that
include exercise, games, sports, dance and recreation.
Structure of K to 12 Physical Education Curriculum

The Physical Education Conceptual Framework

The PE curriculum is arranged according to learning strands. Each

learning strand reflects the content standards, performance standards, and
learning competencies.
In general, the PE curriculum covers the major education elements such
as values formation as well as knowledge and skills acquisition. It is basically
linked to the aims and goals of basic education. Like other learning areas, it is
formatted to clearly show the alignment of content, content standards,
performance standards, and learning competencies. It defines student
expectations at different grade levels and it serves as a basis for planning and
continuous improvement of physical instructional program.

Content of Physical Education Curriculum

Below is a sample of K to 12 PE Curriculum matrix for Grade 1 learners
taken from the DepEd’s Basic Education Program. You may download the
complete copy of the PE curriculum from the DepEd website at
www.deped.gov.ph.
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Physical Education Curriculum for Grade 1
Content Content Performance Learning
Standards Standards Competencies
First Quarter/First Grading Period
Body Awareness The learner The learner The learner . . .
demonstrates performs with
1. describes the
understanding coordination
different parts of
(Different body awareness of enjoyable
the body and
parts and their body parts in movements on
their movements
movements) preparation for body awareness
through enjoyable
participation in
physical activities
physical
activities. 2. creates shapes
by using different
body parts
3. shows balance
on one, two,
three, four and
five body parts
4. exhibits
transfer of weight
5. recognizes the
importance of
participating in
fun and enjoyable
physical activities
6. engages in fun
and enjoyable
physical activities
with coordination

Suggested
learning activities:


 action songs
 singing
games

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  simple games
 chasing and
fleeing
games
 mimetics

Physical Education Curriculum Standards

The PE Curriculum standards give emphasis to the development of the
21 century skills among students. These include skills in accessing,
st

synthesizing and evaluating information, making informed decisions,

enhancing and advocating their own and others’ fitness health.

PE Curriculum 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
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.

Physical Education Key Stage Standards

The table below shows the standards of the different key stages of the PE
Curriculum and the five (5) learning strands to be introduced in a particular
key stage. The key stage standards are the basis on which to make
judgments about the learner’s performance at the end of each key stage.
Strand Key Stage Standard
K - Grade 3 Grades 4 - 6 Grades 7 - 10
The learner The learner The learner
demonstrates demonstrates demonstrates
understanding of understanding of understanding of
movement principles in integrating
concepts and movement and physical activity
skills in fitness for active behaviors in
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 preparation for participation in achieving an
active various physical active lifestyle.
participation in activities.
various physical
activities.
Body
Management
Movement Skills
Physical Fitness
Games and
Sports
Rhythms and
Dances

 Body Management includes body awareness, space awareness,

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

Physical Education Grade Level Standards

The demonstration of skills involves a performance of some kind in order
to show significant learning outcomes. Below are grade level standards that
describe what the learner should be able to demonstrate at the end of each
grade level. PE teachers are expected to use their experience and
professional judgment when planning and assessing learning outcomes.

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Grade Level Standards
1-3 The learner demonstrates understanding of body awareness,
space awareness, qualities of effort and movement
relationships through participation in enjoyable physical
activities.
4-6 The learner demonstrates understanding of the importance of
physical activity and physical fitness through participation in
and assessment of physical activities.
7 The learner demonstrates understanding of personal fitness in
achieving an active lifestyle.
8 The learner demonstrates understanding of family and school
fitness in sustaining an active lifestyle.
9 The learner demonstrates understanding of community fitness
in sustaining and promoting an active lifestyle.
10 The learner demonstrates understanding of societal fitness in
promoting an active lifestyle.

Activity 1.
Go over the Physical Education Curriculum Guide under the K to 12 Basic
Education Program (the guide can be downloaded from www.deped.gov.ph).
Find out the contents of the curriculum by studying the following areas:
 The Curriculum Framework
 The Curricular Philosophy
 Learning Standards
 Learning Approaches
 Learning Competencies
 Scope and Sequence

Answer the following questions:

1. How is the PE curriculum organized?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Describe each curriculum component or element.
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______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Describe the scope and sequence of the K to 12 of PE curriculum.
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What did you learn from studying the K to 12 PE curriculum?
______________________________________________________________
______________________________________________________________
______________________________________________________________
5.What is your understanding of the tenet “Move to learn, learn to move.”
______________________________________________________________
______________________________________________________________
______________________________________________________________

Activity 2.
Using microsoft office program, design a concept map to illustrate your
understanding of the structure and contents of the K to 12 PE curriculum.
Discuss the flow of your ideas in the diagram.

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 MODULE 4
The Nature, Structure, and Content of Teaching Health
Education

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:

1. Analyze the K to 12 Health Education Curriculum as to its nature, structure,

and content.

The Nature, Structure, and Content of Teaching Health

Education

Introduction

Health Education focuses on the holistics health dimensions of every

learner to enable them acquire essential knowledge, attitudes and skills
necessary to promote good nutrition, prevent and control diseases and
substance misuse and abuse. Reduce health related risk behaviors to prevent
and control injuries with the end in view of maintaining and improving
personal, family, community and environmental health.

The Nature of Health Education

Health Education involves the teaching and learning of habits concerning

the objectives of healthful living. As such, principles of learning should be
emphasized in the process of teaching for it gives a great help to bring about
recognition of the real health needs of learners.
Health learning should relate to the interest of students. Research reveals
that things which are not to their interest, learners give less attention to the
lesson.
The K to 12 Health Education focuses in all domains of the learners his
personal, physical, mental, social, emotional as well as moral and spiritual
dimensions of holistic health to enable them to acquire essential knowledge,
attitudes, and skills that are necessary to promote and enhance health
literacy.

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The Structure of Health Education
The Health Education Conceptual Framework demonstrates how an
individual possibly achieve, sustain and promote lifelong wellness. It is a
learner-centered subject which is based on Health and Life Skills to develop a
holistic health foundation and wellness.

Conceptual Framework Health Education

The Health Curriculum gives background knowledge on how it was

organized and structured to achieve outcome-based educational practices.
These provide realistic goal setting standards for a teacher.

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Characteristics of the Health Curriculum
1. Culture Responsive - uses the cultural knowledge and performance
styles of the diverse student.
2. Epidemiological - relates to the incidence, prevalence and distribution
of disease in populations, including detections of the sources and causes of
epidemics.
3. Health and Life-Skills-Based - applies life skills to specific health
choices and behavior.
4. Holistic - analyzes the interrelationship among the factors that influence
the health status and the dimensions of health.
5. Learner-centered - focuses on the students’ needs, abilities, interests
and learning styles with the teacher as a facilitator of learning.
6. Preventive - characterizes something that helps people take positive
health action in order to prevent diseases and to achieve optimum health.
7. Right-based - advances the understanding and recognition of human
rights, as laid down in the Universal Declaration of Human Rights and other
International Human Rights instrument.
8. Standards and Outcome-based - requires students to demonstrate that
they have learned the academic standards set on specific content and
competencies.
9. Values-based - promotes an educational philosophy based on valuing
self, others and the environment, through consideration of ethical values as
the bases of good educational practice.

Content of Health Education

The curriculum is organized by standards where skills, concepts, and

competencies are demonstrated per grade level.
Key Stage Standards show how concepts and competencies are
clustered into three levels: K-Gr.3, Gr.4-6 and Gr. 7-10.
K-3 4-6 7-10
The learner The learner The learner
demonstrates demonstrates demonstrates
understanding and understanding and understanding and
observance of healthy observance of healthy observance of healthy
practices to achieve practices to achieve practices to achieve
wellness. wellness. wellness.

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 The Grade Level Standards show the precise competencies to be
demonstrated per grade level which guide the teacher in selecting the right
lessons in a given situation.
Grade Level Grade Level Standards
Grade 1 The learner demonstrates understanding of essential concepts
related to nutrition, personal health, and safety to enhance
health and well-being.
Grade 2 The learner demonstrates understanding of personal health;
disease prevention and control; and injury prevention, safety
and first aid to achieve optimum health.
Grade 3 The learner demonstrates understanding of family health;
disease prevention and control; injury prevention, safety and
first aid; and consumer health to achieve optimum health and
well-being.
Grade 4 The learner demonstrates understanding of nutrition; injury
prevention, safety and first aid; and substance use and abuse
to achieve optimum health.
Grade 5 The learner demonstrates understanding of the nature of
growth and development; accident prevention, safety and first
aid; substance use and abuse; and community and
environmental concerns on health.
Grade 6 The learner demonstrates understanding of personal health,
disease prevention and control; and consumer health to
achieve the desired level of health.
Grade 7 The learner demonstrates understanding of growth and
development, nutrition, disease prevention and control, and
community and environmental health and their impact on the
individual’s health and well-being...
Grade 8 The learner demonstrates understanding of family health;
disease prevention and control; personal health; and injury
prevention, safety and first aid to develop and promote
wellness for quality life.
Grade 9 The learner demonstrates understanding of injury prevention,
safety and first aid; substance use and abuse, and the
promotion of consumer health to achieve wellness in life.
Grade 10 The learner demonstrates understanding of injury prevention,
safety and first aid; family health; health trends, issues and
concerns;, the development of a health plan and exploration

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 of careers in health to promote wellness for quality life.

Content Areas of Health Education

The Health content areas are classified specifically to meet the needs of
students from Grade 1 to 10. Thus, it is vital for the teacher to know the
context of each area to facilitate the understanding of the skills that are to be
developed.

Health Content Areas

1. Injury Prevention - Safety and First Aid - Discusses the causes, costs, and
prevention of accidents and injuries while performing various activities at
home, in school or in the community.
2. Community and Environmental Health - situates the learner as an integral
part of the community and the environment, with a great responsibility of
protecting the environment.
3. Consumer Health - focuses on the application of consumer knowledge and
skills in the effective evaluation, selection and use of health information,
products and services.
4. Family Health - covers information on the human life cycle and also on
family dynamic that influence an individual’s development of ideals, values
and standards of harmony with regard to sexuality and responsible
parenthood.
5. Growth and Development - emphasizes developmental milestones and
health concerns during puberty and adolescence with focus on personal
health and the development of self-management skills to cope with life’s
changes.
6. Personal Health - comprises personal health habits and practices that
provide physical, mental, social, emotional, and moral-spiritual health and
prevent and manage personal issues and concerns.
7. Prevention and Control of Diseases and Disorders - involves the prevention
and control of both communicable and non-communicable diseases.
8. Substance Use and Abuse - Highlights the prevention and control of the
use and abuse of substances and drugs by providing comprehensive
information on the nature of abused substances, the negative impact of
substance abuse on the individual, family and society in general.

The Health Content Matrix for Grades 1 to 10 shows the content areas for
which competencies are to be developed during the four quarters of the
school year.
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 This serves as guide for the teacher in developing the desired
performance standards of learners.

Health Content Matrix for Grades 1 to 10

Activity 3. From the selected K to 12 Health Education grade level standards

in the first column, write the concepts, skills and values to be developed by
the learners.

Grade Level Concepts Skills Values

Grade 4

Grade 7

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Grade 10

Activity 4. Having learned the essential phases of Health Education, develop

a concept map using microsoft office program to illustrate the Health
Education components showing the structure and content of the curriculum.

MODULE 5

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 Selecting Instructional Materials and Equipment
for Physical Education
Intended Learning Outcomes
By the end of this topic/chapter, you must be able to:
1. Identify instructional materials appropriate for the given lesson objectives in Physical
Education.
2. Select appropriate instructional materials and equipment for specific physical skills.
3. Create technology-based instructional/learning resources appropriate for a given
lesson objective in Physical Education.
4. Evaluate the technology-based learning resources made based on a given criteria.

Selecting Instructional Materials and Equipment for Physical

Education

Introduction
The ability of teachers to select and design instructional materials is a
critical factor in the achievement of instructional objectives. PE teachers have
to find ways to utilize a wide range of materials and technology to enhance
and supplement the PE instruction.

Selecting and Utilizing PE Instructional Materials

When selecting instructional resources, teachers must keep in mind the
learner’s coping abilities and styles. PE resources have been recommended
to support the varying group of learners including the gifted and those with
special learning needs. The use of instructional materials has become a major
instructional platform to facilitate cognition and skill performance. However, it
is important that teachers review and try out the materials before using to
ensure appropriateness to the learners’ ability and to the activities. Here are
some of the materials:
 Chalk or white board
 Bags to carry balls
 Ball inflator
 Ball repair kit
 Bulletin board
 Clipboards enough for 1/2 of class
 First Aid Kit
 Measuring Tape 100’, 50’
 CD/tape player
 Crates or Baskets for Storage
 Field Marker (for chalking lines)
 AV Cart with electrical outlet for CD/Tape player

Technology for PE

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 When selecting resources, a variety of educational technologies should be
considered to ensure that the necessary equipment is available and the
teacher is familiar with its operation. For example, a video may be the most
appropriate medium when teaching a particular, observable skill. Furthermore,
it provides a visual model that can be played over and over or viewed in slow
motion for otherwise unavailable experiences into the classroom and reveal
“unseen worlds” to learners. Through the manipulation of software, students
develop critical-thinking skills. Moreover, print resources or CD-ROM can be
best used to provide extensive background information on a given topic.

Activity. The table below contains sample PE lesson objectives taken from
the K to 12 PE Curriculum guide. Complete the chart by providing appropriate
multi-sensory instructional materials for each objective.
PE Learning Competencies Appropriate Materials
1. Describes the different parts of the
body and their movements through
enjoyable physical activities (Grade
1).
2. Describes movements in a
location, direction, level, pathway,
and plans (Grade 2).
3. Demonstrates movements in skills
in response to sound and music
(Grade 3).
4. Describes the skills involved in the
dance (Grade 4).
5. Explains health and skill related
fitness components (Grade 5).
6. Observes safety precautions
(Grade 6).
7. Describes the nature and
background of the sports (Grade 7).
8. Prepare a physical activity program
(Grade 8).
9. Assess eating habits based on the
Philippine Food Pyramid/My Food
Palate (Grade 9).
10. Determines risk factors related to
lifestyles diseases (obesity, diabetes,
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heart disease) (Grade 10).

Activity. Create technology-based instructional/learning resources

appropriate for a given lesson objective in Physical Education. Choose at
least three (3) from the list of competencies given.

1. Describes the different parts of the body and their movements through
enjoyable physical activities (Grade 1).
2. Describes movements in a location, direction, level, pathway, and plans
(Grade 2).
3. Demonstrates movements in skills in response to sound and music (Grade
3).
4. Describes the skills involved in the dance (Grade 4).
5. Explains health and skill related fitness components (Grade 5).
6. Observes safety precautions (Grade 6).
7. Describes the nature and background of the sports (Grade 7).
8. Prepare a physical activity program (Grade 8).
9. Assess eating habits based on the Philippine Food Pyramid/My Food
Palate (Grade 9).
10. Determines risk factors related to lifestyles diseases (obesity, diabetes,
heart disease) (Grade 10).

Activity. Assessment on the technology-based instructional/learning

resources made for a given lesson objective in Physical Education.
Using the learning competencies from the previous activity, check (√) if
the technology-based instructional/learning resources prepared met the
following criteria.

Criteria:
1 - Relevant
2 - Appropriate
3 - Authentic
4 - Interesting
5 - Cost-effective

CRITERIA
PE Learning Technology-based
Competencies (at instructional/learning 1 2 3 4 5
least 3 from the resources
previous activity)
LC1:

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LC2:

LC3:

MODULE 6

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Selecting Appropriate Instructional Materials in Health
Education

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:
1. Identify instructional materials appropriate for the given lesson objectives in Health
Education.
2. Create technology-based instructional/learning resources appropriate for a given lesson
objective in Health Education.
3. Evaluate the technology-based learning resources made based on a given criteria.

Selecting Appropriate Instructional Materials in Health

Education

Introduction
Instructional materials are designed to serve as useful devices for
assisting teachers in facilitating the teaching learning process effectively. It
provides direct understanding of the concepts being developed and
emphasized.

Engage:

There are several strategies that a teacher can use to effectively deliver
his/her lesson. One of these is the utilization of appropriate instructional
materials that are aligned with the content and objectives of the lesson. To be
efficient in selecting and preparing these instructional materials, one must
have the ability to be creative and resourceful enough for these affect
learners’ development.
Buere (2013), stated the following importance of instructional materials.
1. Increase the effectiveness of the teacher. It helps the teacher
express the knowledge and ideas she wants to impart.
2. Clarifies subject matter. Instructional materials give a view on what
the lesson is all about, thus making learners interact positively.
3. Stimulates interest, motivates the learners to learn. The nature of
the material is enough to arouse the interest of learners to listen and
participate actively in the learning activity.

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 4. Tools of the teacher. Are instruments used make the presentation of
the lesson clear and easy to understand?

In teaching Health Education, teachers use various instructional material

such as books, worksheets, workbooks, magazines, and newspapers as
supplementary resources of information to warrant additional information.
Non-print materials such as audio materials, videos, CDs and TV
programs can supplement events related to the lesson. With these materials,
learners’ multi-sensory skills are enhanced.
The use of microcomputer in health related topics could enrich the
lesson’s activity and even ensure quality learning and teaching.
Instructional materials vary in nature, content, and depth according to its
use. The following explains their importance.

 Pictures establish a link to the lesson and can be used to introduce a

topic.
 Posters are large and more colorful types of pictures which relate ideas
or messages.
 Slogans are short easily remembered phrases especially used to
advertise an idea.
 Graphics are visual materials used to relate ideas or convey a message
that could help the teacher present the lesson.
 Flash cards are sets of cards bearing information such as words,
numbers, pictures to help learners learn about a topic or lesson and at the
same time gain rapid responses from them.
 Film strips are series of illustrations printed on 25 mm films and
accompanied by sound known as slide film which can also be used to
present a lesson.
 Puppets can also be used in presenting a certain lesson. They are
artificial figures representing human beings manipulated by the hand, rod
or wire to captivate the interest of learners.

Activity. Below are sample lesson objectives in Health. Provide appropriate

instructional materials suited for each objective.
Lesson Objectives Appropriate Material

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1. Describe ways to keep food clean
and safe. (Grade 4)
2. Recognize disasters or emergency
situations. (Grade 4)
3. Recognize signs of healthy and
unhealthy relationship. (Grade 5)
4. Practice proper self-care procedure
(Grade 5)
5. Discuss first aid principles. (Grade
5)
6. Avail of health services in the
school and in the community. (Grade
6)
7. Describe proper ways of waste
disposal. (Grade 6)
8. Explain the effect of a noisy
environment. (Grade 6)
9. Describe uses of medicines.
(Grade 4)
10. Demonstrate appropriate first aid
for common injuries. (Grade 4)

Activity. Create technology-based instructional/learning resources

appropriate for a given lesson objective in Health Education.
1. Demonstrate appropriate first aid for common injuries. (Grade 4)
2. Recognize disasters or emergency situations. (Grade 4)

Activity. Assessment on the technology-based instructional/learning

resources made for a given lesson objective in Health Education.
Using the learning competencies from the previous activity, check (√) if
the technology-based instructional/learning resources prepared met the
following criteria.
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Criteria:
1 - Relevant
2 - Appropriate
3 - Authentic
4 - Interesting
5 - Cost-effective

CRITERIA
Health Education Technology-based
Learning instructional/learning 1 2 3 4 5
Competencies resources
1. Demonstrate
appropriate first
aid for common
injuries. (Grade 4)

2. Recognize
disasters or
emergency
situations. (Grade
4)

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