Physical Education Grade 4

Physical Education Teacher's Guide Grade 4



Edukasyong Pangkatawan DepEd Copy 1All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

YUNIT IARALIN 1 Ang Physical Activity Pyramid Guide para sa Batang FilipinoLaang oras ng pagtuturo: apatnapung (40) minutol. Layunin1. Nasusunod ang kahalagahan ng paggawa ng mga gawaing nakabubuti sa kalusugan.2. Naisasagawa ang mga gawaing pisikal na mas nakabubuti sa kalusugan ayon sa Physical Activity Pyramid Guide para sa Batang Pilipino.3. Naisasagawa ang mga gawaing nakatutulong sa pagpapaunlad sa kalusugan.ll. Nilalaman Paksa: Physical Activity Pyramid Guide para sa Batang Pilipino Kasanayan: Paglalarawan sa pamamagitan ng eksena o representasyon Pagpapahalaga: Disiplina sa sarili, kooperasyon Sanggunian: - Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan DepEd Copyni Vilma V. Perez., et al. pp.181-182, © 2009 - The Filipino Pyramid Activity Guide, PASOO 2000 Kagamitan: Physical Activity Pyramid Guide para sa Batang Filipino, manila paperlll. Pamamaraan A. Pang araw-araw na Gawain Pagtsek ng attendance at angkop na kasuotan B. Panimulang Gawain 1. Pampasiglang Gawain Ipasagot ang gawaing pampasigla na nasa LM. Banggitin na lapis lamang ang gamitin sa pagsagot. 3All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Itanong ang sumusunod:a. Lahat ba ng gawaing na nasa tsart ay ginagawa mo? Ilang beses sa isang linggo?b. Alin sa mga gawain ang mas madaling gawin? Ang mas mahirap gawin?2. Balik-aral Itanong kung ano-anong mga gawaing pisikal ang kanilang natatandaanat natutuhan sa Ikatlong Baitang. Talakayin ang halaga nang patuloy napaggawa ng mga gawaing pisikal.C. Panlinang na Gawain 1. Ipakita sa mga mag-aaral ang Physical Activity Pyramid Guide para sa Batang Pilipino at itanong kung ano ang masasabi nila tungkol dito. 2. Ipaliwanag ang gamit ng Physical Activity Pyramid Guide para sa Batang Pilipino at kung ano ang maitutulong nito sa kalusugan ng mga mag-aaral na kasalukuyang aktibo at kasalukuyang hindi gaanong aktibo. 3. Ipasuri sa mga mag-aaral ang kanilang sagot sa Simulan Natin at itanong ang mga sumusunod: - Aling mga gawain sa tsart ang ginagawa mo na naaayon sa rekomendasyon ng pyramid? - Aling mga gawain ang sa tingin mo ay dapat mong dalasan pa ang paggawa?Alin ang dapat mong bawasan ang dalas ng paggawa? Bakit?DepEd CopyD. Paglalapat Pangkatin ang klase sa apat (pagbibilang ng 1-4).Ilalarawan sa pamamagitan ng isang eksena o presentasyon ng bawatgrupo ang mga gawain sa araw-araw, 3-5 beses, 2-3 beses, at 1 besessa loob ng isang linggo na kanilang ginagawa. Ipaliwanag na kailangangmag-isip sila ng mga gawaing wala sa pyramid. Ipaliwanag kung papaanoang paggawa ng eksena o presentasyon.Unang Grupo: araw-araw na ginagawaPangalawang Grupo: 3-5 na beses sa isang linggo Pangatlong Grupo: 2-3 beses sa isang linggoPang-apat na Grupo: 1 beses sa isang linggoTawagin ang bawat grupo para ipakita ang kanilang nabuo at tawagin anglider upang ipaliwanag ito. Tulungan ang bawat grupo sa pagpapaliwanagng kahalagahan at epekto nito sa kalusugan. 4All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Itanong ang mga sumusunod: - Sang-ayon ka ba sa mga gawaing ipinakita ng ibang grupo? Naaayon ba ang mga ito sa dalas ng paggawa na rekomendado ng pyramid? - Kung ikaw ay kabilang sa ibang grupo, ano-ano ang mga gawaing iyong ipakikita? E. Pangwakas na Gawain Ipagawa ang gawain sa LM. Huwag mag-alinlangan na baguhin ang iyong sagot batay sa iyong natutuhan.IV. Takdang Aralin Ipagawa ang gawain sa LM. DepEd Copy 5All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

YUNIT IARALIN 2 Ang mga Sangkap ng Physical FitnessLaang oras ng pagtuturo: apatnapung (40) minutol. Layunin - Nasusunod ang kahalagahan sa kalusugan ng mga sangkap ng Physical Fitness. - Nasusukat ang mga gawaing pisikal na nagtataglay, tumutugon, at nakalilinang sa mga sangkap ng Physical Fitness - Nakakapagpapamalas ng pakikiisa sa paggawa ng mga gawain. - Naisasagawa ng may kaukulang pag-iingat ang mga gawaing pisikal.ll. Nilalaman Paksa: Ang mga Sangkap ng Physical Fitness Kasanayan: Pagtalon, pagtakbo, pagbuhat, paghagis, at pagbalanse. Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyon Sanggunian:- Manwal ng Kawanihan ng Eduk.sa PK,1997., pp.283-284- MSEP 4 ni Violeta E. Hornilla,et al., pp.20-24- The Filipino Pyramid Activity Guide, PASOO 2000- Physical Fitness Test Approach ni APARICIO H. MEQUI, Ph.D.’ 2004DepEd Copy- https://www.youtube.com/watch?v=KyrmbdnCtKcKagamitan: iba’t ibang larawan ng mga indibidwal, Physical Activity Pyramid Guide para sa Batang Pilipino, manila paper, masking tape, pitolll. Pamamaraan A. Pang araw-araw na Gawain Pagtsek ng attendance at angkop na kasuotanB. Panimulang Gawain: 1. Pampasiglang Gawain Ipagawa ang gawaing pampasigla na nasa LM. 6All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Itanong ang sumusunod: Ano-anong mga katangian ang kailangang taglayin ng mga indibidwal naito para magampanan nang maayos ang kanilang tungkulin? Gaano kahalagaang mga katangiang ito sa kanilang trabaho o propesyon? Ipaliwanag na ang iba’t ibang propesyon ay nangangailangan ng iba’tibang kakayanan. Ang epektibong pagganap sa mga inaasahang gawain ngisang propesyon ay nakasalalay nang malaki sa physical fitness ng isangindibidwal.2. Balik-aral Itanong sa mga mag-aaral kung ano-ano ang kanilang natutuhan saPhysical Activity Pyramid Guide para sa Batang Pilipino.C. Panlinang na Gawain 1. Ipaliwanag ang kahulugan ng physical fitness, ang mga sangkap nito, mga halimbawa ng gawaing nagtataglay o nangangailangan nito, at mga paraan sa paglinang nito. 2. Ipaliwanag ang paggamit ng Physical Activity Pyramid Guide para sa Batang Pilipino at ang kahalagahan ng mga gawain sa araw-araw sa pagpapaunlad ng mga sangkap ng physical fitness. 3. Ipasuri muli sa mga mag-aaral ang mga larawan sa Simulan Natin at DepEd Copyitanong ang mga sumusunod: Aling sangkap ng physical fitness ang lubos na mahalaga para magampanan nila nang husto ang kanilang mga tungkulin? para sa pulis? manlalaro ng basketball? estudyante?D. Paglalapat Ipagawa ang gawaing pampasigla. Pangkatin ang klase sa anim (pagbibilang ng 1-6). Bawat grupo ay magsisimula sa estasyon na itinalaga para sa kanila. Ipagawa ang nakatalaga sa estasyon. Ipatukoy ang mga sangkap ng physical fitness na kaakibat ng gawain. Magbigay ng hudyat kung kailan lilipat sa susunod na estasyon ang bawat grupo para gawin ang nakatalaga dito. Ipaliwanag na kailangan nilang ipagpatuloy na gawin ang lahat ng nakatalaga sa lahat ng estasyon. 7All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Itanong ang sumusunod: - Aling mga estasyon ang isa lamang ang sangkap ng physical fitness na kaakibat ng gawain? Ano-anong mga sangkap na ito? - Ano-anong komponent ng physical fitness ang kadalasang magkasama o parehong kaakibat ng isang gawain? Sa aling istasyon ito kaakibat? E. Pangwakas na Gawain Ipagawa ang gawain sa LM.IV. Takdang-aralin Ipagawa ang gawain sa LM. DepEd Copy 8All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

YUNIT IARALIN 3 Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test)Laang oras ng pagtuturo: apatnapung (40) minutol. Layunin1. Nasusunod ang kahalagahan sa kalusugan ng mga pagsubok sa sangkap ng physical fitness sa kalusugan2. Nagagawa ang kahalagahan ng pagsubaybay sa sariling kakayahan gamit ang Physical Fitness Passport Card.3. Naisasagawa ang mga pagsubok sa sangkap ng physical fitness ayon sa nararapat na pamamaraan ng mga ito.4. Nakapagpapamalas ng pakikiisa sa paggawa ng mga pagsubok.5. Naisasagawa ng may kaukulang pag-iingat ang mga pagsubok sa sangkap ng physical fitness.ll. Nilalaman Paksa: Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test) Kasanayan: Mga kasanayan na sinusubok ng physical fitness tests Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyonDepEd CopySanggunian: - “Tayo Nang Magpalakas “Batayang Aklat ng Edukasyong Pagpapalakas ng Katawan, pp. 3-4 - The Filipino Pyramid Activity Guide, PASOO 2000 - Musika, Sining at Eduk. Pangkatawan nina Violeta E. Hornilla, et.al. pp.70-73 - https://www.youtube.com/watch?v=KyrmbdnCtKc - Moving and Learning ni Beverly Nichols PhD. Kagamitan: Physical Fitness Passport Card, tungtungan/hagdan (8 pulgada/ inches), pito, timer/stopwatch, tape measure, yeso (chalk), 2 piraso ng kahoy/katulad na gamit, masking tape, tennis ball/ baseball/katulad na gamit, dingding, upuan, mesa, ruler/meter stick, megaphone (kung mayroon), at mga pansapin/floor mats, manila paper, masking tapelll. PamamaraanA. Pang-araw-araw na Gawain 9All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Pagtsek ng attendance at angkop na kasuotanB. Panimulang Gawain 1. Pampasiglang Gawain Ipagawa ang nasa LM. Tiyaking nararamdaman ng mga mag-aaral ang kanilang pulso. Itanong ang sumusunod: - Mabilis ba ang iyong pulso? Sa tingin mo, bakit kaya mabilis o mabagal ito? - Ano ang maitutulong ng mga physical activity na ginagawa mo para mapaunlad ang pintig ng iyong puso? Ibigay ang Physical Fitness Passport Card at ipaliwanag ang kahalagahan nito. Siguraduhing maitatala nang maayos ng mga mag-aaral ang kanilang pulso ayon sa iyong pagpapaliwanag.2. Balik-aral Itanong sa mga mag-aaral kung ano-ano ang mga sangkap ng physical fitness na kanilang naaalala.C. Panlinang na Gawain 1. Ipaliwanag ang mga pagsubok ng physical fitness, ang halaga nito sa kalusugan, kailan ito ginagawa (pre-test at post-test), at paano ito ginagawa. Ipaliwanag din ang iba’t ibang pagsubok na karaniwang DepEd Copyginagamit sa partikular na sangkap ng physical fitness. Siguraduhing naintindihan ng mga mag-aaral kung paano gagawin ang mga pagsubok. 2. Ipaliwanag kung paano nakatutulong sa pagpapaunlad o paglilinang ng mga sangkap ng physical fitness ang pakikilahok sa mga gawain sa Physical Activity Pyramid Guide para sa Batang Pilipino.D. Paglalapat Iayos ang mga estasyon ng pagsubok ayon sa pagkakasunod-sunod nito (Unang araw at pangalawang araw ng pagsubok). Ihanda ang mga kagamitang kailangan sa bawat estasyon. Siguraduhing nakasulat sa bawat estasyon ang mga pamamaraan sa paggawa ng bawat pagsubok para nasusundan ito nang tama ng mag-aaral. Sa unang araw ng pagsubok, ipaliwanag ang dahilan kung bakit dapat mauna ang 3-minute step test sa lahat ng mga pagsubok at dapat namang mahuli ang 50m run. Ipaliwanag din kung bakit maaaring mag-iba-iba ng pagkakasunod-sunod ang partial curl-up, push-up, at stork stand test. 10All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Mabuti ring ipaliwanag ang kahalagahan ng warm-up at cooldown. Ipaliwanag nang mabuti ang Talaan ng Iskor sa Pagsubok ng Physical Fitness. Tiyaking naintindihan ng mga mag-aaral ang paggamit nito. Ipagpares ang mga mag-aaral at sabihing magsalitan sa paggawa at pagtala ng mga resulta o iskor sa bawat pagsubok.Tiyaking ayon sa pamamaraan ng bawat pagsubok ang ginagawa ng magkapares. Ipaliwanag kung bakit ipagpapaliban ang warm-up sa mga pagsubok dahil ang pagkapagod ay makakaapekto sa iskor na makukuha lalo na sa unang araw ng pagsubok. Umikot sa lahat ng istasyon at gabayan ang mga mag-aaral sa paggawa ng mga pagsubok at pagtala ng mga resulta o iskor. Tulungan ang mga mag-aaral na maintindihan ang kahulugan ng mga iskor na kanilang nakuha. Ipaliwanag sa kanila na ang layunin ng mga pagsubok ay upang malaman ang kalagayan ng kanilang kalusugan. Sa “Remarks” sa Talaan ay lalagyan ng mga mag-aaral ng kanilang masasabi tungkol sa iskor na kanilang nakuha. Ipaunawa sa kanila ang kanilang maaaring paunlarin base sa iskor na kanilang nakuha. Ipaliwanag ang kahulugan at kahalagahan ng body composition. Ipaliwanag ang ibig sabihin ng Body Mass Index (BMI) at kung paano DepEd Copymatutugunan ang resulta nito batay sa taas at timbang. E. Pangwakas na Gawain Ipagawa ang gawain sa LM.IV. Takdang-aralin Ipagawa ang gawain sa LM. 11All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

YUNIT IARALIN 4 Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test) Laang oras ng pagtuturo: apatnapung (40) minutoI. Layunin1. Nasusunod ang kahalagan sa kalusugan ng mga pagsubok sa sangkap ng physical fitness sa kalusugan2. Bibigyang pansin ang kahalagahan ng pagsubaybay sa sariling kakayanan gamit ang Physical Fitness Passport Card3. Naisasagawa ang mga pagsubok sa sangkap ng physical fitness ayon sa nararapat na pamamaraan ng mga ito4. Nakapagpamalas ng pakikiisa sa paggawa ng mga pagsubok5. Naisasagawa nang may kaukulang pag-iingat ang mga pagsubok sa sangkap ng physical fitness.ll. Nilalaman Paksa: Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test) Kasanayan: Mga kasanayan na sinusubok ng physical fitness tests Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyonDepEd CopySanggunian:- “Tayo Nang Magpalakas” “Batayang Aklat ng Edukasyong Pagpapalakas ng Katawan, pp. 3-4- The Filipino Pyramid Activity Guide, PASOO 2000- Musika, Sining at Eduk. Pangkatawan nina Violeta E. Hornilla, et.al. pp.70-73- https://www.youtube.com/watch?v=KyrmbdnCtKc- Moving and Learning ni Beverly Nichols PhD Kagamitan: Physical Fitness Passport Card, tungtungan/hagdan (8 pulgada/ inches), pito, timer/stopwatch, tape measure, yeso (chalk), 2 piraso ng kahoy/katulad na bagay, masking tape, tennis ball/ baseball/katulad na gamit, dingding, upuan, mesa, ruler/meter stick, megaphone (kung mayroon), at mga pangsapin/floor mats, manila paper, masking tape. 12All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

lll. Pamamaraan A. Pang araw-araw na Gawain Pagtsek ng attendance at angkop na kasuotan B. Panimulang Gawain 1. Pampasiglang Gawain Ipagawa ang nasa LM. Tiyaking nararamdaman ng mga mag-aaral ang kanilang pulso. Itanong ang sumusunod: - Mabilis ba ang iyong pulso? Bakit kaya mabilis o mabagal? - Ano ang maitutulong ng mga gawaing pisikal na ginagawa mo para mapaunlad ang pintig ng iyong puso? Ibigay ang Physical Fitness Passport Card. Ipaliwanag ang kahalagahan nito. Siguraduhing maitatala nang maayos ng mga mag- aaral ang kanilang pulso ayon sa iyong pagpapaliwanag. 2. Balik-aral Itanong sa mga mag-aaral kung ano-ano ang mga sangkap ng physical fitness na kanilang naalala.DepEd CopyC. Panlinang na Gawain 1. Ipaliwanag ang mga pagsubok ng physical fitness, ang halaga nito sa kalusugan, kailan ito ginagawa (pre-test at post-test), at paano ito ginagawa. Ipaliwanag din ang iba’t ibang pagsubok na karaniwang ginagamit sa partikular na sangkap ng physical fitness. Siguraduhing naintindihan ng mga mag-aaral kung paano gagawin ang mga pagsubok. 2. Ipaliwanag kung paano nakatutulong sa pagpapaunlad o paglilinang ng mga sangkap ng physical fitness ang pakikilahok sa mga gawain sa Gawaing pisikal Pyramid Guide para sa Batang Pilipino. D. Paglalapat Iayos ang mga estasyon ng pagsubok ayon sa pagkakasunod-sunod nito (Unang araw at pangalawang araw ng pagsubok). Ihanda ang mga kagamitang kailangan sa bawat estasyon. Siguraduhing nakasulat sa bawat estasyon ang pamamaraan ng paggawa sa bawat pagsubok para nasusundan ito nang tama ng mga mag-aaral. 13All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.

Sa pangalawang araw naman ng pagsubok, gawin ang sumusunod:  Ipaliwanag kung bakit dapat mauna ang shuttle run sa lahat ng mga pagsubok at dapat namang mahuli ang vertical jump.  Ipaliwanag kung bakit maaaring mag-iba-iba ng pagkakasunod-sunod ang alternate hand wall test, ruler drop test, at sit and reach.  Ipaliwanag din nang mabuti ang Talaan ng Iskor sa Pagsubok ng Physical Fitness. Siguraduhing naintindihan ng mga mag-aaral ang paggamit nito. Ipagpares ang mga mag-aaral at sabihing magsalitan sa paggawa at pagtala ng mga resulta o iskor sa bawat pagsubok. Tiyaking ayon sa pamamaraan ng bawat pagsubok ang ginagawa ng magkapares. Magpagawa ng gawaing maghahanda sa mga pagsubok. Umikot sa lahat ng estasyon at gabayan ang mga mag-aaral sa paggawa ng mga pagsubok at pagtala ng mga resulta o iskor. Ipaliwanag din ang kahulugan at kahalagahan ng body composition. Ipaliwanag din ang ibig sabihin ng Body Mass Index (BMI) at kung paano matutugunan ang resulta nito batay sa iyong taas at timbang.DepEd CopyE. Pangwakas na Gawain Ipagawa ang gawain sa LM.IV. Takdang-aralin Ipagawa ang gawain sa LM. 14All rights reserved. No part of this material may be reproduced or transmittedin any form or by any means--electronic or mechanical including photocopyingwithout written permission from DepEd Central Office.



Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015 Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ngahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito’y pagkakakitaan. Kabilang sa mgamaaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.” Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ngkarapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at FilipinasCopyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulangpahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upangmakuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga may-akda ang karapatang-aring iyon. Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaadlamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindinakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mgatagapaglathala at sa mga may-akda. Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa [email protected] ang mga may-akda at tagapaglathala.Inilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin A. Luistro FSCPangalawang Kalihim: Dina S.Ocampo, PhD Mga Bumuo ng Patnubay ng GuroEdukasyong Pangkatawan Punong Tagapamahala: Jenny Jalandoni Bendal Konsultant: Salve A. Favila, PhD Mga Tagasuri ng Nilalaman: Lordinio A.Vergara, Jo-ann G.Grecia, at Rachelle U. Peneyra Mga Manunulat: Grace M. Forniz , Ruby TN Jimeno, Sonny F. Menese Jr., Teresita T. Evangelista, Genia V.Santos PhD, Julia B. Sabas, Rhodora B.Peña, at Amphy B. Ampong Mga Tagasuri ng Wika: Norbert C. Lartec, PhD, Jane K. Lartec, PhD, at Crisencia G. Saludez Mga Gumuhit ng Larawan: Gerardo G. Lacdao, Joselito P. Loresto, Niles S. Arguelles, Elvin Neal B. Bersamira, at Jason O. Villena Naglayout: Mark Anthony E. Jalandoni at Mickey C. AcordaEdukasyong Pangkalusugan Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A. Konsultant: Evelina M. Vicencio, PhD Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum Mga Tagapag-ambag: Mila Taño, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD, at Marie Fe B. Estilloso Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette Paunan, Jennifer Quinto, at Giselle Ramos Tagasuri ng Wika: Michael De la Cerna Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria Naglayout: Ester Daso at Mickey C. Acorda Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Pambungad Edukasyong Pangkatawan Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong Pangkatawan ay nilalaan para sa inyong mga guro na magtuturo o mangangasiwa ng asignaturang ito. Ang patnubay na ito ay pinapaunlad upang makatulong sa pagsasakatuparan ang kurikulum ng Ikaapat na Baitang at makapaglaan ng sapat na competencies sa pagtuturo ng asignatura. Sa pamamagitan ng patnubay na ito tiyak na magiging panatag sa pagtugon ng mga ninanais na pamantayan o standards na siyang nakasaad sa kurikulum. Edukasyong Pangkalusugan Magandang Buhay mga Guro! Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health Curriculum Guide ng K to 12 Enhanced Basic Education Program. Ang pagkakaroon ng maayos at malusog na pangangatawan ay mai- tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri- syon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na makukuha sa mga hindi ligtas na pagkain. Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan ang kalusugan ng mga bata. Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upa- ng mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang buhay. Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa kanilang pagkatuto. iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

TALAAN NG MGA NILALAMAN Edukasyong PangkatawanYUNIT II PAGPAPAYAMAN SA MGA GAWAING MAGPAPAUNLAD NG PHYSICAL FITNESS PahinaAralin 1 Pagpapalakas at Pagpapatatag ng Kalamnan………........ 25Aralin 2 Pagpapalakas at Pagpapatatag ng Kalamnan………........ 27Aralin 3 Pagpapaunlad ng Liksi...........................…………............ 29Aralin 4 Paglinang ng Bilis................................………….............. 31Aralin 5 Patintero...................................................…………................. 34Aralin 6 Agawang Panyo..........................................………….............. 36Aralin 7 Agawang Base.....................................................…………..... 39Aralin 8 Lawin at Sisiw........................................…………....................41 iv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum GuidePHYSICAL EDUCATION (Grade 1 to Grade 10) December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CURRICULAR FRAMEWORKK to 12 Basic Education Program: An Overview Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.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 activityparticipation 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 isimportant so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view thatfitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. Thiscurricular 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 to move embodies the learning of skills, and techniques and the acquisition ofunderstanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.Learning Outcomes The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocatingtheir own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live anactive life for fitness and health.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.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.K to 12 Physical Education Curriculum Guide December 2013 Page 2 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMLearning Approaches Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range andvariety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals andmonitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This impliesthe provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skillsnecessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities. The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education. The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds,adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doingit; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the Kto 12 PE Curriculum aspires for the learners to develop.Learning StrandsThe program has five learning strands:1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physicalactivities.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. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as otherdance forms.5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals. The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, thehealth strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing andcontributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.K to 12 Physical Education Curriculum Guide December 2013 Page 3 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM. A graduate who lives an active life for fitness and lifelong health PHYSICAL LITERACY Fundamental Fundamental Activity-specificMovement Skills Motor skills Activity Body Management Rhythms & Dances Games & SportsK ----1---2---3---4---5---6---7---8----9---10---11---12Activity-Based Developmentally Standard Integrated Inclusive Appropriate based MOVE TO LEARN, LEARN TO MOVE Page 4 of 69 Figure 1. The Conceptual Framework of Physical EducationK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMLearning Area StandardThe learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitnessand healthKey Stage StandardsStrands K–3 4–6 7 - 10 The learner demonstrates The learner demonstrates The learner demonstrates understanding of movement understanding of principles in understanding of integrating concepts and skills in preparation for active movement and fitness physical activity behaviors in participation in various for active participation in various achieving an active lifestyle. physical activities. physical activities.Body Management Movement Skills Physical FitnessGames and SportsRhythms and DanceK to 12 Physical Education Curriculum Guide December 2013 Page 5 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE LEVEL STANDARDSGrade Level Grade Level StandardsGrade 1Grade 2 The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation inGrade 3 enjoyable physical activities.Grade 4 The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physicalGrade 5 activities.Grade 6Grade 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.K to 12 Physical Education Curriculum Guide December 2013 Page 6 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1a - Scope and Sequence of Physical Education from Grades 1-3Key Stage 1 Strands Q1 Q2 Q3 Q4 Grade Level Body Awareness Space Awareness Qualities of Effort Relationships GRADE 1 Body management Movement skills Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics. GRADE 2 Rhythms and dance Games and sports Body Shapes and Body Locations, Directions, Time, Force and Flow Person, Objects, Sound GRADE 3 Physical fitness Actions Levels, Pathways and and Environment Body management Planes Movement skills Rhythms and dance Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances, Games and sports rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races Physical fitness Body Shapes and Body Locations, Directions, Time, Force and Flow Person, Objects, Sound Body management Actions Levels, Pathways and and Environment Movement skills Rhythms and dance Planes Games and sports Physical fitness Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous) and corrective exercises.Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.K to 12 Physical Education Curriculum Guide December 2013 Page 7 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1a - Scope and Sequence of Physical Education from Grades 4-6Key Stage 2 Strands Q1 Q2 Q3 Q4 Grade Level GRADE 4 Physical fitness Health-Enhancing Fitness 1 Games and sports GRADE 5 Assessments of physical activities and physical fitness (Health-related and skill-related) Rhythms and dance GRADE 6 Target games, Invasion games Physical fitness striking/fielding games, Games and sports Folk, indigenous, ethnic, traditional and creative dances Rhythms and dance Health-Enhancing Fitness 2 Assessments of physical activities and physical fitness (Health-related and skill-related) Physical fitness Games and sports Target games, Invasion games Wall/net games, invasion games striking/fielding games Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances Health-Enhancing Fitness 3 Assessments of physical activities and physical fitness (Health-related and skill-related) Target games, Invasion games striking/fielding games Folk, indigenous, ethnic, traditional and creative dancesNote: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive incontext.K to 12 Physical Education Curriculum Guide December 2013 Page 8 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1d - Scope and Sequence of Physical Education from Grades 7-10Key Stage 3 Strands Q1 Q2 Q3 Q4 Grade Level GRADE 7 Physical fitness Personal Fitness Games and sports GRADE 8 Rhythms and dance Exercise programs: Training Guidelines, FITT Principle Endurance and Muscle-and bone- strengthening activities GRADE 9 Physical fitness Individual and Dual sports Games and sports GRADE 10 Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances Family and School Fitness Physical fitness Games and sports Physical activity programs: Training Guidelines, FITT Principle Rhythms and dance Endurance and Muscle-and bone- strengthening activities Team Sports Physical fitness Folk dances with Asian Games and sports influence Rhythms and dance Community Fitness Lifestyle & Weight Management (Physical activities and eating habits) Sports officiating Active Recreation (indoor & outdoor) Social, ballroom dances and Festival dances Societal Fitness Lifestyle & Weight Management (Physical activities and eating habits) Active Recreation (Sports) Active Recreation (Other dance forms-Hip-hop, Street Dance, Cheer dance, Contemporary, etc.)Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.K to 12 Physical Education Curriculum Guide December 2013 Page 9 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12Grade Level Strands Semester 1 Semester 2 GRADE 11 Fitness/Exercise Q1 Q2 Q3 Q4 GRADE 12 Sports HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2) Aerobic, muscle and bone-strengthening activities Individual, dual and team sports HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4) Dance Traditional, contemporary, ethnic, folk and social dances Recreation Aquatic and mountaineering activitiesNote: Students can elect from the menu of physical activity coursesK to 12 Physical Education Curriculum Guide December 2013 Page 10 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMTIME ALLOTMENT FOR PHYSICAL EDUCATION Grade Level Time Allotment Kindergarten Integrated with other subject areas Grades 1 – 6Grades 7 – 10 40 minutes / weekGrades 11 – 12 60 minutes / week 120 minutes / weekK to 12 Physical Education Curriculum Guide December 2013 Page 11 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 1CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS The learner . . . MATERIALSFIRST QUARTER /FIRST GRADING PERIOD The learner . . . The learner . . . Misosa IV- M4 Misosa IV- M4Body Awareness demonstrates understanding performs with coordination 1. describes the different parts of PE1BM-Ia-b-1 awareness of body parts in enjoyable movements on the body and their movements Misosa IV- M1(Different body parts preparation for participation body awareness . through enjoyable physical PE1BM-Ic-d-2 Page 12 of 69and their movements) in physical activities. activities PE1BM-Ie-f-3 PE1BM-Ig-h-4 2. creates shapes by using PE1PF-Ia-h-1 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 PE1PF-Ia-h-2  action songs  singing games  simple games  chasing and fleeing games  mimeticsSECOND QUARTER/ SECOND GRADING The learner . . . The learner . . .Space Awareness demonstrates understanding performs movement skills in a 7. identifies locomotor skills PE1BM-IIa-b-5 of space awareness in given space with coordination.(Moving in different preparation for participation indirections at spatial physical activities.levels)K to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE1BM-IIc-e-6 MATERIALS PE1BM-IIf-h-7 Misosa IV- M1 8. demonstrates moving within a PE1PF-IIa-h-2 Misosa IV- M1 group without bumping or PE1PF-IIa-h-3 falling using locomotors skills 9. executes locomotor skills while moving in different directions at different spatial levels 10. engages in fun and enjoyable physical activities with coordination 11. illustrates/demonstrate acceptable responses to challenges, successes, and failures during participation in motor fitness activities 12. demonstrates acceptable responses to challenges, successes, and failures during participation in physical activities Suggested learning activities PE1PF-IIa-h-4  action songs  singing games  simple games  chasing and fleeing games  mimeticsTHIRD QUARTER/ THIRD GRADINGQualities of Effort The learner . . . The learner . . . 13.describes the difference between slow and fast, heavy demonstrates understanding performs movements of and light, free and bound PE1BM-IIIa-b-8 varying qualities of effort movements(Slow and fast, heavy of qualities of effort in with coordination. preparation for participationand light, free andbound movements) in physical activities. 14. demonstrates contrast between slow and fast speeds PE1BM-IIIc-d-9 Misosa IV -M1 while using locomotor skills Page 13 of 69K to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS PE1BM-IIIe-f-10 15. demonstrates the difference PE1BM-IIIg-h-11 between heavy and light while PE1PF-IIIa-h-2 moving PE1PF-IIIa-h-6 PE1PF-IIIa-h-7 16. demonstrates the difference PE1PF-IIIa-h-8 between free and bound PE1PF-IIIa-h-9 17. demonstrates the difference between free and bound 18. engages in fun and enjoyable physical activities 19. enumerates the characteristics of a good team player 20. differentiates sharing from cooperating 21. demonstrates the characteristics of sharing and cooperating in physical activities Suggested learning activities  action songs  singing games  simple games  chasing and fleeing games  mimeticsFOURTH QUARTER/ FOURTH GRADINGMovement The learner . . . The learner . . . 22. identifies movement PE1BM-IVa-b-12 relationships PE1BM-IVc-e-13Relationships demonstrates understanding performs movements in relation to a stationary or 23. demonstrates relationship of PE1BM-IVf-h-14(Relationship to a of relationships of movement moving object/person with movement skills in preparation for coordination. PE1PF-IVa-h-2 24. performs jumping over amoving or stationary participation in physical stationary object several times Misosa VI -M1object/person) activities in succession, using forward- Page 14 of 69 and- back and side-to-side movement patterns 25. engages in fun and enjoyable physical activitiesK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE1PF-IVa-h-9 MATERIALS PE1PF-IVa-h-10 26. shows interest in participating in physical activities 27. follows simple instructions and rules 28. enjoys participating in physical activities Suggested learning activities PE1PF-IVa-h-11  action songs  singing games  simple games  chasing and fleeing games  mimeticsK to 12 Physical Education Curriculum Guide December 2013 Page 15 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 2CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner . .FIRST QUARTER /FIRST GRADING PERIOD The learner . . . 1. describes body shapes and actions 2. demonstrates body shapes and actionsBody Shapes The learner . . . performs body shapes and PE2BM-Ia-b-1 actions properly. 3. creates body shapes and actions PE2BM-Ic-d-(Straight, curled, wide demonstratesand twisted) and 4. demonstrates momentary stillness in 15 PE2BM-Ie-f-2Body Actions understanding of body symmetrical and asymmetrical shapes(Walking, standing, shapes and body using body parts other than both feet as a PE2BM-Ig-h- Misosa V -M1 base of support 16sitting) actions in preparation 5. demonstrates movement skills in response for various movement to sound and music activities 6. exhibits correct body posture PE2MS-Ia-h-1 PE2PF-Ia-h- Misosa VI M1-M5 12 7. assesses body posture PE2PF-Ia-h- 8. engages in fun and enjoyable physical 13 activities PE2PF-Ia-h-2 Suggested learning activities  movement skills activities (locomotor, non- locomotor and manipulative skills)  folk dances (Alitaptap/Rabong)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays and racesK to 12 Physical Education Curriculum Guide December 2013 Page 16 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS PE2BM-IIa-b-SECOND QUARTER/ SECOND GRADING 17 Misosa IV -M1Locations (Behind, inTh The learner . . . ThThe learner. . . 9. describes movements in a location, PE2BM-IIc-h-front, under, over, 18 direction, level, pathway and planepersonal space, demonstrates performs movements PE2MS-IIa-h- 10. moves in: 1general space) understanding of accurately involvingDirections (linear- locations, directions, locations, directions,  personal and general space PE2PF-IIa-h-  forward, backward, and sideward 14forward and backward, levels, pathways and levels, pathways andlateral- sideward, and planes planes. directions  high, middle, and low levelsmulti-directional)  straight, curve, and zigzag pathways  diagonal and horizontal planesLevels (High, middle, 11. demonstrates movement skills in responselow) Pathways to sounds and music(Straight, curved,zigzag) and Planes 12. observes correct posture and body mechanics while performing movement(Diagonal, horizontal, activitiesvertical, and rotational) 13. engages in fun and enjoyable physical activities Suggested learning activities PE2PF-IIa-h-2  movement skills activities (locomotor, non- locomotor and manipulative skills)  folk dances  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  relays and races THIRD QUARTER/ THIRD GRADINGTime (slow, slower, The learner . . . The learner . . . 14. describes movements in a location, PE2BM-IIIa-slowest/fast, faster, direction, level, pathway and plane b-17fastest) Force (light, performs movementslighter, demonstrates accurately involving time, 15. moves: PE2BM-IIIc-h-lightest/strong, understanding of force, and flow. 19stronger, strongest) movement in relation 15.1 at slow, slower, slowest/fast, faster,and Flow to time, force and flow fastest pace(smoothness of 15.2 using light, lighter, lightest/strong, stronger, strongest force with smoothnessK to 12 Physical Education Curriculum Guide December 2013 Page 17 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNINGmovement) STANDARDS STANDARDS MATERIALS PE2MS-IIIa- 16. demonstrates movement skills in response h-1 to sound and music PE2PF-IIIa-h- 17. engages in fun and enjoyable physical 2 activities 18. observes correct posture and body mechanics while performing movement activities Suggested learning activities PE2PF-IIIa-h- 14  movement skills activities locomotor, non- locomotor and manipulative skills  folk dances (Alitaptap/Rabong)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays and races FOURTH QUARTER/ FOURTH GRADINGPerson (Individual, The learner . . . The learner . . . 19. familiarizes in various movement activities PE2BM-IV-a-pair, group), Objects b-20(ribbon, hoop, balls, demonstrates involving person, objects, music and Misosa V -M1and any available understanding ofindigenous/improvised movement activities performs movement environmentmaterials), Sound, relating to person, activities involving person,Environment objects, music and 20. moves:(indoor and outdoor environment objects, music andsettings) environment correctly 20.1 individually, with partner, and with group 20.2 with ribbon, hoop, balls, and any PE2BM-IV-c- Misosa V -M1 available indigenous/improvised h-21 materials 20.3 with sound 20.4 in indoor and outdoor settings 21. demonstrates movement skills in response PE2MS-IV-a- to sound h-1 22. engages in fun and enjoyable physical PE2PF-IV-a- activities h-2 23. observes correct body posture and body PE2PF-IV-a- Misosa VI -M1 mechanics while performing movement h-14 activitiesK to 12 Physical Education Curriculum Guide December 2013 Page 18 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS Suggested learning activities  movement skills activities locomotor, non- locomotor and manipulative skills  folk dances (Alitaptap/Rabong)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays and racesK to 12 Physical Education Curriculum Guide December 2013 Page 19 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 3CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner . . . PE3BM-Ia-b-1FIRST QUARTER /FIRST GRADING PERIOD The learner . . . 1. describes body shapes and PE3BM-Ic-d-15 Page 20 of 69 actions PE3BM-Ie-f-2Body Shapes The learner . . . performs body shapes and 2. performs body shapes and PE3BM-Ig-h-16 actions properly. actions PE3MS-Ia-h-1(Straight, curled, wide 3. creates body shapes and actions PE3PF-Ia-h-15and twisted) and demonstrates PE3PF-Ia-h-16 4. demonstrates momentaryBody Actions understanding of body stillness in symmetrical and PE3PF-Ia-h-2(Walking, standing, shapes and body actions asymmetrical shapes using body parts other than both feet as asitting) in preparation for various base of support movement activities 5. demonstrates movement skills in response to sounds and music 6. identifies conditioning and flexibility exercises that will improve posture 7. performs conditioning and flexibility exercises that will improve body posture 8. engages in fun and enjoyable physical activities Suggested learning activities  movement skills activities (locomotor, non-locomotor and manipulative skills)  folk dances (Tiklos/Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games corrective exercisesK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSSECOND QUARTER/ SECOND GRADINGLocations (Behind, The learner . . . The learner . . . The learner . . .in front, under, over, performs movements 9. describes movements in apersonal space, demonstrates accurately involving locations, location, direction, level, pathway PE3BM-IIa-b-17 directions, levels, pathways and planegeneral space) understanding of and planes.Directions (linear- locations, directions, 10. moves in:forward and levels, pathways andbackward, lateral- planessideward, and multi-  personal and general space  forward, backward, anddirectional) Levels sideward directions(High, middle, low)  high, middle, and low levels PE3BM-IIc-h-18  straight, curve, and zigzagPathways (Straight, PE3MS-IIa-h-1 Misosa IV-M1curve, zigzag) and pathways PE3PF-IIa-h-15 Misosa V-M1  diagonal and horizontal PE3PF-IIa-h-16 Misosa VI-M5Planes (Diagonal,horizontal, vertical, planes PE3PF-IIa-h-2and rotational) 11. demonstrates movement skills in response to sound 12. identifies conditioning and flexibility exercises that will improve body mechanics 13. performs conditioning and flexibility exercises that will improve body mechanics 14. engages in fun and enjoyable physical activities Suggested learning activities  movement skills activities (locomotor, non-locomotor and manipulative skills)  folk dances (Tiklos/ Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games corrective exercisesK to 12 Physical Education Curriculum Guide December 2013 Page 21 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSTHIRD QUARTER/ THIRD GRADINGTime (slow, slower, The learner . . . The learner . . . 15. describes movements in a PE3BM-IIIa-b-17 Misosa IV-M1slowest/fast, faster, location, direction, level, performs movements pathway and planefastest Force (light, demonstrates accurately involving time, force, and flow. 16. moves:lighter, understanding oflightest/strong, movement in relation to  at slow, slower, slowest/fast, faster, fastest pacestronger, strongest) time, force and flowand Flow  using light, lighter, PE3BM-IIIc-h-19(smoothness of lightest/strong, stronger, strongest force with PE3MS-IIIa-h-1movement) smoothness PE3PF-IIIa-h-2 17. demonstrates movement skills PE3PF-IIIa-h-15 Misosa V-M1 in response to sound 18. engages in fun and enjoyable physical activities 19. identifies conditioning and flexibility exercises that will improve body mechanics 20. performs conditioning and flexibility exercises that will improve body mechanics Suggested learning activities PE3PF-IIIa-h-16 Misosa V-M1  movement skills activities locomotor, non-locomotor and Misosa IV-M5 manipulative skills Page 22 of 69  folk dances (Tiklos/ Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games  corrective exercisesFOURTH QUARTER/ FOURTH GRADINGPerson (Invidual, The learner . . . The learner . . . The learner . . . PE3BM-IV-a-b-pair, group) Objects performs movement activities 20 21. participates in various movement(ribbon, hoop, balls, demonstrates activities involving person,K to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSand any available PE3BM-IV-c-h-indigenous/improvised understanding of involving person, objects, objects, music and environment 21materials), Sound and movement activities music and environment 22. moves:Environment (indoor relating to person, correctly PE3MS-IV-a-h-1and outdoor settings) objects, music and PE3PF-IV-a-h-2 environment  individually, with partner, and PE3PF-IV-a-h-15 with group  with ribbon, hoop, balls, and any available indigenous/improvised materials  with sound  in indoor and outdoor settings 23. demonstrates movement skills in response to sounds and music 24. engages in fun and enjoyable physical activities 25. identifies conditioning and flexibility exercises that will improve posture 26. performs conditioning and flexibility exercises that will improve body mechanics Suggested learning activities PE3PF-IV-a-h-16  movement skills activities locomotor, non-locomotor and manipulative skills  folk dances (Tiklos/Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games corrective exercisesK to 12 Physical Education Curriculum Guide December 2013 Page 23 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 4CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTER /FIRST GRADING PERIOD The learner . . . Page 24 of 69Assessment of The learner . . . The learner . . . participates and assesses 1. describes the physical activityphysical demonstrates performance in physical pyramid PE4PF-Ia-16activities and activities. 2. explains the indicators for PE4PF-Ia-17 fitness PE4PF-Ib-h-18physical fitness understanding of assesses physical fitness 3. assesses regularly participation participation and in physical activities based on PE4GS-Ib-1 physical activity pyramid PE4GS-Ib-2 assessment of physical 4. explains the nature/background PE4GS-Ib-h-3 of the games PE4GS-Ic-h-4Target games activities and physical PE4PF-Ib-h-19 5. describes the skills involved in PE4PF-Ib-h-20(Tumbang preso, fitness the games PE4PF-Ia-21 PE4PF-Ib-h-22tamaang- 6. observes safety precautionstao/batuhang bola, 7. executes the different skillstatsing), involved in the gamestriking/fielding 8. recognizes the value ofgames participation in physical activities(syato/,basagang 9. displays joy of effort, respect forpalayok, kickball) others and fair play during participation in physical activitiesNote: Games arenot limited to the 10. explains health and skill relatedabove listed fitness componentsactivities 11. identifies areas for improvementSECOND QUARTER/ SECOND PERIOD The learner . . . The learner . . .Assessment of participates and assesses 12. describes the Philippines PE4PF-IIa-16physical demonstrates performance in physical physical activity pyramid PE4PF-IIa-17 activities. PE4PF-IIb-h-18activities and understanding of 13. explains the indicators for PE4GS-IIb-1 assesses physical fitness fitnessphysical fitness participation in and assessment of physical 14. assesses regularly participation in physical activities based onInvasion games activities and physical physical activity pyramid(agawan base, fitness 15. explains the nature/backgroundK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSlawin at sisiw, of the games PE4GS-IIb-2 Page 25 of 69agawan panyo) PE4GS-IIb-h-3 16. describes the skills involved in PE4GS-IIc-h-4 Note: Games are the games PE4PF-IIb-h-19 not limited to the above listed 17. observes safety precautions PE4PF-IIb-h-20 activities 18. executes the different skills PE4PF-IIa-21 involved in the game PE4PF-IIb-h-22 19. recognizes the value of participation in physical activities 20. displays joy of effort, respect for others and fair play during participation in physical activities 21. explains health and skill related fitness components 22. identifies areas for improvementTHIRD QUARTER / THIRD GRADINGAssessment of The learner . . . The learner . . . 23. describes the Philippines PE4PF-IIIa-16 physical activity pyramid PE4PF-IIIa-17physical demonstrates participates and assesses performance in physical 24. explains the indicators for PE4PF-IIIb-h-18activities and understanding of activities. fitnessphysical fitness participation and PE4GS-IIIb-1 assesses physical fitness 25. assesses regularly participation PE4GS-IIIb-2Folk (Liki/Ba- assessment of physical in physical activities based on PE4GS-IIIb-h-3 activity and physical physical activity pyramidIngles), fitness 26. explains the nature/backgroundindigenous, of the danceethnic, 27. describes the skills involved in the dancetraditional andcreative dances 28. observes safety precautionsNote: Dances 29. executes the different skills PE4GS-IIIc-h-4available in the involved in the dance PE4PF-IIIb-h-19area can be PE4PF-IIIb-h-20selected. 30. recognizes the value of participation in physical activities PE4PF-IIIa-21 K to 12 Physical Education Curriculum Guide December 2013 31. displays joy of effort, respect for others during participation in physical activities 32. explains health and skill related fitness components All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE4PF-IIIa-22 MATERIALSAssessment of The learner . . .physical demonstrates 33. identifies areas for improvement PE4PF-IVa-16activities and understanding of PE4PF-IVa-17physical fitness participation and FOURTH QUARTER/ FOURTH PERIOD assessment of physical PE4PF-IVb-h-18Folk (Liki/Ba- activity and physical The learner . . . 34. describes the PhilippinesIngles), fitness physical activity pyramid PE4RD-IVb-1indigenous, PE4RD-IVb-2ethnic, participates and assesses 35. explains the indicators for PE4RD-IVb-h-3traditional and performance in physical PE4RD-IVc-h-4creative dances fitness PE4PF-IVb-h-19 activities. PE4PF-IVb-h-20 Note: Dances 36. assesses regularly participation PE4PF-IVa-21 available in the PE4PF-IVb-h-22 area can be assesses physical fitness in physical activities based on selected. Philippines physical activity pyramid 37. explains the nature/background of the dance 38. describes the skills involved in the dance 39. observes safety precautions 40. executes the different skills involved in the dance 41. recognizes the value of participation in physical activities 42. displays joy of effort, respect for others during participation in physical activities 43. explains health and skill related fitness components 44. identifies areas for improvementK to 12 Physical Education Curriculum Guide December 2013 Page 26 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 5CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS The learner . . . PE5PF-Ia-16FIRST QUARTER /FIRST GRADING PERIOD 1. describes the Philippines physical PE5PF-Ia-17 Page 27 of 69 activity pyramid PE5PF-Ib-h-18Assessment of The learner . . . The learner . . . 2. explains the indicators for fitness PE5GS-Ib-1physical activity 3. assesses regularly participation in PE5GS-Ib-2 physical activities based on the PE5GS-Ib-h-3and physical demonstrates participates and assesses Philippines physical activity PE5GS-Ic-h-4fitness understanding of performance in physical pyramid PE5PF-Ib-h-19 participation and activities. PE5PF-Ib-h-20Target games assessment of physical 4. explains the nature/background PE5PF-Ia-21(Tumbang preso, activity and physical assesses physical fitness of the games PE5PF-Ib-h-22tamaang- fitnesstao/batuhang 5. describes the skills involved inbola, tatsing), the gamesstriking/fielding 6. observes safety precautionsgames 7. executes the different skills involved in the game(syato/,basagangpalayok, kickball) 8. recognizes the value of participation in physical activitiesNote: Games arenot limited to the 9. displays joy of effort, respect forabove listed others and fair play duringactivities participation in physical activities 10. explains health and skill related fitness components 11. identifies areas for improvementSECOND QUARTER / SECOND GRADING The learner . . . The learner . . .Assessment of participates and assesses 12. describes the Philippines PE5PF-IIa-16 performance in physical physical activity pyramid PE5PF-IIa-17physical activities.activities and demonstrates 13. explains the indicators for PE5PF-IIb-h-18 assesses physical fitness fitnessphysical fitness understanding of 14. assesses regularly participation participation in and in physical activities based on assessment of physical the Philippines physical activity pyramidInvasion games activity and physical(agawan base, fitnessK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE5GS-IIb-1 MATERIALSlawin at sisiw, PE5GS-IIb-2agawan panyo) 15. explains the nature/background PE5GS-IIb-h-3 Page 28 of 69 of the games PE5GS-IIc-h-4 Note: Games are PE5PF-IIb-h-19 not limited to the 16. describes the skills involved in PE5PF-IIb-h-20 above listed the games PE5PF-IIa-21 activities PE5PF-IIb-h-22 17. observes safety precautions PE5PF-IIIa-16 18. executes the different skills PE5PF-IIIa-17 involved in the game PE5PF-IIIb-h-18 19. recognizes the value of participation in physical activities PE5RD-IIIb-1 PE5RD-IIIb-2 20. displays joy of effort, respect for PE5RD-IIIb-h-3 others and fair play during PE5RD-IIIc-h-4 participation in physical activities PE5PF-IIIb-h-19 21. explains health and skill related fitness components 22. identifies areas for improvementTHIRD QUARTER/ THIRD PERIODAssessment of The learner . . . The learner . . . 23. describes the Philippines physical activity pyramidphysical participates and assesses performance in physical 24. explains the indicators foractivities and demonstrates activities. fitnessphysical fitness understanding of assesses physical fitness 25. assesses regularly participation in physical activities based on participation and the Philippines physical activity pyramidFolk (Cariñosa/ assessment of physicalPolka sa Nayon), activity and physical 26. explains the nature/backgroundindigenous, fitness of the danceethnic, 27. describes the skills involved in the dancetraditional and 28. observes safety precautionscreative dances 29. executes the different skillsNote: Dances involved in the danceavailable in thearea can be 30. recognizes the value ofselected. participation in physical activitiesK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS PE5PF-IIIb-h-20 31. displays joy of effort, respect for others during participation in PE5PF-IIIa-21 physical activities PE5PF-IIIb-h-22 32. explains health and skill related PE5PF-IVa-16 fitness components PE5PF-IVa-17 33. identifies areas for improvement PE5PF-IVb-h-18FOURTH QUARTER/ FOURTH PERIOD PE5RD-IVb-1 PE5RD-IVb-2Assessment of The learner . . . The learner . . . 34. describes the Philippines PE5RD-IVb-h-3 physical activity pyramid PE5RD-IVc-h-4physical participates and assesses PE5PF-IVb-h-19activities and demonstrates performance in physical 35. explains the indicators for activities. fitness PE5PF-IVb-h-20physical fitness understanding of participation and assesses physical fitness 36. assesses regularly participation PE5PF-IVa-21 in physical activities based on PE5PF-IVb-h-22Folk (Cariñosa/ assessment of physical the Philippines physical activityPolka sa Nayon), activity and physical pyramidindigenous, fitness 37. explains the nature/background of the danceethnic,traditional and 38. describes the skills involved in the dancecreative dances 39. observes safety precautionsNote: Dancesavailable in the 40. executes the different skillsarea can be involved in the danceselected. 41. recognizes the value of participation in physical activities 42. displays joy of effort, respect for others during participation in physical activities 43. explains health and skill related fitness components 44. identifies areas for improvementK to 12 Physical Education Curriculum Guide December 2013 Page 29 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 6CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTER /FIRST GRADING PERIOD The learner . . . Page 30 of 69Assessment of The learner . . . The learner . . . participates and assesses 1. describes the Philippinesphysical demonstrates performance in physical physical activity pyramid PE6PF-Ia-16activities and activities. 2. explains the indicators for PE6PF-Ia-17 fitnessphysical fitness understanding of assesses physical fitness 3. assesses regularly participation PE6PF-Ib-h-18 participation and in physical activities based on the Philippines physical activity PE6GS-Ib-1 assessment of physical pyramid 4. explains the nature/background PE6GS-Ib-2Target games activity and physical of the games PE6GS-Ib-h-3 PE6GS-Ic-h-4(Tumbang preso, fitness 5. describes the skills involved in PE6PF-Ib-h-19 the games PE6PF-Ib-h-20tamaang- PE6PF-Ia-21tao/batuhang 6. observes safety precautions PE6PF-Ib-h-22bola, tatsing), 7. executes the different skillsstriking/fielding involved in the gamegames 8. recognizes the value of participation in physical activities(syato/,basagangpalayok, kickball) 9. displays joy of effort, respect for others and fair play duringNote: Games are participation in physical activitiesnot limited to theabove listed 10. explains health and skill relatedactivities fitness components 11. identifies areas for improvementSECOND QUARTER/ SECOND PERIODAssessment of The learner . . . The learner . . . 12. describes the Philippines PE6PF-IIa-16 physical activity pyramid PE6PF-IIa-17physical demonstrates participates and assesses PE6PF-IIb-h-18activities and performance in physical 13. explains the indicators for activities. fitnessphysical fitness understanding of participation in and assesses physical fitness 14. assesses regularly participation in physical activities based on assessment of physical the Philippines physical activityInvasion games activities and physicalK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING fitness STANDARDS MATERIALS(agawan base, PE6GS-IIb-1lawin at sisiw, pyramid PE6GS-IIb-2agawan panyo) PE6GS-IIb-h-3 15. explains the PE6GS-IIc-h-4 Note: Games are nature/background of the PE6PF-IIb-h-19 not limited to the games above listed PE6PF-IIb-h-20 activities 16. describes the skills involved in PE6PF-IIa-21 the games PE6PF-IIb-h-22 17. observes safety precautions PE6PF-IIIa-16 PE6PF-IIIa-17 18. executes the different skills PE6PF-IIIb-h-18 involved in the game PE6RD-IIIb-1 19. recognizes the value of PE6RD-IIIb-2 participation in physical activities 20. displays joy of effort, respect for others and fair play during participation in physical activities 21. explains health and skill related fitness components 22. identifies areas for improvementTHIRD QUARTER/ THIRD PERIODAssessment of The learner . . . The learner . . . 23. describes the Philippines physical activity pyramidphysical demonstrates participates and assessesactivities and performance in physical 24. explains the indicators for activities. fitnessphysical fitness understanding of participation and assesses physical fitness 25. assesses regularly participation in physical activities based onFolk (Itik-itik for assessment of physical the Philippines physical activity pyramidgirls and activity and physicalMaglalatik for fitness 26. explains the nature/background of theboys), danceindigenous, 27. describes the skills involved inethnic, the dancetraditional andcreative dancesK to 12 Physical Education Curriculum Guide December 2013 Page 31 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.