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Republic of the Philippines Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to 2)
K TO 12 PHYSICAL EDUCATION
CONCEPTUAL FRAMEWORK
The Physical Education Curriculum under the K to 12 Basic Education Program adopts both fitness and movement curriculum
models. It is anchored on the tenet “Move to Learn, Learn to Move” with the ultimate goal of living an active lifestyle for lifelong fitness
and wellness. The program is bounded on the context of legal and philosophical underpinnings pursuant to 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.
The rich and challenging physical activity experiences contribute to the development of fitness and wellness among school-age
students. It is designed to develop a participative and active body; learn to use the body in moving efficiently and effectively in a given space,
time and effort and assure quality of movement.
The program has five learning strands which includes body management, movement skills, games and sports, rhythms and dance and
physical fitness.
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 skills that form the basis of all physical activities.
Games and sports comprise simple, lead-up and indigenous games, that help in the acquisition of proper sporting
techniques in preparation for greater or competitive participation in selected sports and recreational activities.
Rhythms and dances include understanding and performance of rhythmical movement patterns; promotion and
appreciation of Philippine folk dance, indigenous and traditional dances and other dance forms, and the proficiency in
performing a diversity of dances as contributory activities to achieve lifelong fitness and wellness.
Physical fitness includes assessment through fitness testing, recording, interpreting, planning and implementing appropriate
programs for the development and maintenance of learners’ desired fitness levels.
The strands are organized and sequentially developed across grade levels. Activities are varied and age-appropriate to address the
needs and interests of learners. These learning experiences ensure effectiveness and efficiency of learner’s involvement in all physical
activities for lifetime use.
The framework highlights the application of several approaches to teaching such as differentiated instruction, experiential/contextual learning, movement skills based and integrative movement approaches for effective and meaningful transfer of learning. These approaches find support from Multiple Intellingences, Constructivism, Movement Laban and Social Learning theories.
Learning Approaches
Differentiated Instruction – This approach provides students with different avenues in acquiring content, processing, constructing, or making sense of ideas. Similarly, this provides basis for developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.
Experiential/Contextual Learning - The process of making meaning from direct and everyday experiences.
Integrative Movement Approach – The approach enables learners to relate the movement context to the development of motor skills and their performance of a variety of physical education activities in school and in the community they belong. Likewise, this emphasizes the identification of movement potential which are used as the means for transfer of learning and in understanding the human activity.
Movement Skills-Based – This teaching approach helps learners enjoy and appreciate learning through games, sports, dances, gymnastics and other physical activities.
Learning Theories and Principles
Multiple Intelligences – This model of intelligence differentiates intelligences into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.
Social Learning Theory - This theory focuses on the learning that occurs within a social context. It considers that people learn
from one another, including such concepts as observational learning, imitation, and modeling.
Constructivism – This theory argues that knowledge is constructed when the learner is able to draw ideas from his own
experiences and connects them to new ideas encountered.
Movement Laban Theories – This is an evolving set of principles which provides a language with which to describe and direct
movement experiences. It focuses attention on dynamics of movement, spatial range, and principles of physical development
and coordination.
.
K TO 12 PHYSICAL EDUCATION
Figure 1. The Conceptual Framework of Physical Education
K TO 12 PHYSICAL EDUCATION
Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness in achieving, sustaining, and promoting an active
lifestyle for lifelong fitness and wellness.
Key Stage Standards
Strands K - 3 4 – 6 7 - 10
The learner demonstrates understanding of movement concepts and skills in preparation for active participation in various physical activities.
The learner demonstrates understanding of principles in movement and fitness for active participation in various physical activities.
The learner demonstrates understanding of integrating physical activity behaviors in achieving an active lifestyle.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance
K TO 12 PHYSICAL EDUCATION
GRADE LEVEL STANDARDS
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of the body and its parts, movement skills, locomotor and non-locomotor skills, basic games,
rhythmic and gymnastics skills in preparation for active participation in various physical activities.
Grade 2
Grade 3
Grade 4
The learner demonstrates understanding of the importance of acquiring mature patterns of movements as tools for active participation
in physical activities to achieve the desired level of fitness:
Exercise
Individual, dual, and team sports
Dance
Recreational activities
Grade 5
Grade 6
Grade 7
The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8
The learner demonstrates understanding of family fitness in sustaining an active lifestyle.
Grade 9
The learner demonstrates understanding of environmental and community fitness in sustaining and promoting an active lifestyle.
Grade 10
The learner demonstrates understanding of global fitness in promoting an active lifestyle.
K TO 12 PHYSICAL EDUCATION
Table 1a - Scope and Sequence of Physical Education from Grades 1-4
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 1
Body management Body Awareness Space Awareness Qualities of Effort Relationships
Movement skills Rhythms and dance Action Songs Singing Games,
Games and sports Simple Games, Chasing/Fleeing type games, Mimetics. Physical fitness Participation in Enjoyable and challenging Physical Activities
GRADE 2
Body management Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes Time, Force and Flow
Person, Objects, Music and Environment
Movement skills Locomotor, Non- Locomotor and Manipulative Skills
Rhythms and dance Simple Folk Dance and Rhythmic Routines ( Ribbon, Hoop, Balls, etc.)
Games and sports Relays and Races
Physical fitness Posture and Body Mechanics
GRADE 3
Body management Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes Time, Force and Flow
Person, Objects, Music and Environment
Movement skills Locomotor, Non- Locomotor and Manipulative Skills
Rhythms and dance Simple Folk Dance and Rhythmic Routines ( Ribbon, Hoop, Balls, etc.)
Games and sports Lead-up and Organized games ( indigenous)
Physical fitness Corrective Exercises
GRADE 4
Body management
Physical fitness Fitness testing
Movement skills Self-testing activities
Games and sports
Individual and dual sports
Rhythms and dance
Folk and creative dances
K TO 12 PHYSICAL EDUCATION
Table 1a - Scope and Sequence of Physical Education from Grades 5-7
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 5
Body management
Physical fitness Fitness testing
Movement skills
Basic principles of exercise
Games and sports Team sports Rhythms and dance Folk and creative
dances
GRADE 6
Body management
Physical fitness Fitness testing
Movement skills Exercise program design
Games and sports Team sports
Rhythms and dance Folk and creative dances
GRADE 7
Body management
Movement skills
Physical fitness Fitness components, benefits and testing
Games and sports Individual sports
Games and sports Dual sports
Rhythms and dance Local and indigenous dances
K TO 12 PHYSICAL EDUCATION
Table 1d - Scope and Sequence of Physical Education from Grades 8-10
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 8
Body management
Movement skills
Physical fitness Health-related fitness
components, assessment and related-activities
(Cardiovascular and Muscular)
Games and sports Team sports Games and sports Indoor recreational
activities
Rhythms and dance Regional and national folk dances with Asian
influence
GRADE 9
Body management
Movement skills Games and sports Skill-related fitness
components, assessment and related-activities (sport-specific)
Games and sports Team sports
Games and sports Outdoor recreational activities
Rhythms and dance Social and ballroom dances
GRADE 10
Body management
Movement skills Physical fitness Lifelong fitness and physical
activity habits
Games and sports Sports leadership
Games and sports Recreational leadership
Rhythms and dance Other dance forms (Hip-hop, Street Dance,
Festival, Contemporary, etc.)
Time Allotment for Physical Education
Grade Level Time Allotment
Kindergarten Integrated with other
subject areas
Grades 1 - 6 40 minutes / week
Grades 7 – 10 60 minutes / week
K TO 12 PHYSICAL EDUCATION
GRADE – 1
Content Content Standards Performance Standards Learning Competencies
FIRST QUARTER /FIRST GRADING PERIOD
Body Management and Movement Skills
Rhythms and Dance
Games and Sports
Physical Fitness
The learner . . .
demonstrates understanding of body awareness and movement skills is preparation for participation in physical activities.
demonstrates understanding of movement patterns in preparation for participation in physical activities
demonstrates understanding of movement activities in preparation for participation in physical activities.
demonstrates understanding the importance of participating in fun & enjoyable physical activities.
The learner . . .
performs movement experiences accurately and efficiently
performs confidently movement
patterns while singing.
performs accurately movements of
machine, animals, and nature
participates actively in fun and
enjoyable physical activities
The learner . . .
describes the different parts of the body and its movements
creates shapes by using non-locomotor movement .
shows balance on one, two, three four and five body parts.
exhibits transfer of weight.
describes different movement patterns
communicates ideas using digital tools and resources (ICT)
performs different movement patterns
performs movements while singing action songs.
describe movements of machine,
animals and nature
imitates movements of machine,
animals and nature
illustrates movements using
digital tools and resources (ICT)
identifies fun and enjoyable physical
activities
recognizes the importance of participating in fun & enjoyable physical activities
engages in fun & enjoyable physical
activities
K TO 12 PHYSICAL EDUCATION
Content Content Standards Performance Standards Learning Competencies
SECOND QUARTER/ SECOND GRADING
Body Management and Movement Skills
Rhythms and Dance
Games and Sports
Physical Fitness
The learner . . .
demonstrates understanding of space awareness and movement skills in preparation for participation in physical activities.
demonstrates understanding of
movement in preparation for participation in physical activities
demonstrates understanding of movement concepts in preparation for participation in simple games.
demonstrates understanding of the different challenges, successes, failures in preparation for participation in physical activities.
The learner . . .
performs movement skills in a given space efficiently and accurately.
performs movement sequences while singing efficiently and accurately
participates actively in simple games
shows evidence of acceptable responses to challenges, successes, and failures during participation in physical activities.
The learner . . .
identifies locomotor skills
demonstrates moving within a group without bumping or falling using locomotors skills.
executes locomotor skills while moving in different directions at different levels
describes movement patterns
performs movement while singing action songs
recognizes the terms associated to the space where the body moves.
participates in simple games while being aware of the space where he/she moves.
defines acceptable responses to challenges, successes, and failures during participation in physical activities.
demonstrates acceptable responses to challenges, successes, and failures during participation in physical activities.
K TO 12 PHYSICAL EDUCATION
Content Content Standards Performance Standards Learning Competencies
THIRD QUARTER/ THIRD GRADING
Body Management and Movement Skills
Rhythms and Dance
Games and Sports
Physical Fitness
The learner . . .
demonstrates understanding of qualities of effort and movement skills in preparation for participation in physical activities.
demonstrates understanding of task-oriented games while singing.
demonstrates understanding of movement experiences while participating in different games with a partner and objects or equipment.
demonstrates understanding of sharing and cooperating while performing physical activities.
.
The learner . . .
performs movement experiences
accurately and effectively
performs excellently task-oriented games while singing
performs actively in simple games with a partner and objects or equipment.
acts as a good team player in physical activities
The learner . . .
demonstrates contrast between slow and fast speeds while using locomotor skills.
demonstrates the difference between heavy and light while moving.
demonstrates the difference between free and bound.
describes task-oriented games/singing games
engages in task-oriented games while singing
describes simple games with a partner and objects or equipment.
participates in simple games with a partner and objects or equipment.
describes the characteristics of a good
team player
differentiates sharing from cooperating
communicates ideas using digital tools and resources (ICT)
demonstrates the characteristics of sharing and cooperating in physical activities
K TO 12 PHYSICAL EDUCATION
Content Content Standards Performance Standards Learning Competencies
FOURTH QUARTER/ FOURTH GRADING
Body Management and Movement Skills
Rhythms and Dance
Games and Sports
Physical Fitness
The learner . . .
demonstrates understanding of relationships of movement skills in preparation for participation in physical activities.
demonstrates understanding of task-oriented games while singing.
demonstrates understanding of movement experiences in participating in simple group games.
demonstrates understanding of simple instructions and rules.
The learner . . .
performs movement experiences
accurately and effectively
performs actively in task-oriented
games while singing.
participates actively in simple group
games.
follows simple instructions and rules attentively while participating in physical activities
The learner . . .
identifies movement relationships
demonstrates relationship of movement
performs jumping over a stationary object several times in succession, using forward- and- back and side-to-side movement patterns.
identifies task-oriented games
modifies task-oriented games
participates in task-oriented games while singing
identifies group games
describes group games
participates in simple group games
manifests interest in participating in
physical activities
follows simple instructions and rules
enjoys himself/herself while participating in physical activities.
K TO 12 PHYSICAL EDUCATION
GRADE – 2
Content Content Standards Performance Standards Learning Competencies
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes and Body Actions Movement skills Simple folk dance and rhythmic routines Relays and races Posture and Body Mechanics
The learner . . .
demonstrates understanding of body shapes and body actions in preparation for various movement activities
demonstrates understanding of movement skills preparation for performing various physical activities
demonstrates understanding of simple folk dance and rhythmic routines
demonstrates understanding of participation in relays and races
demonstrates understanding of posture and body mechanics
The learner . . . demonstrates body shapes and actions
properly
performs movement skills accurately
demonstrates locomotor skills in different rhythmical responses for musicality efficiently
participates actively in simple relays and races
assesses personal body posture and mechanics
The learner . . .
describes body shapes and actions
explores body shapes and actions
creates body shapes and actions
demonstrates momentary stillness in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support
describes different movement skills
differentiates movement skills such
as a jog and a run, a hop and a
jump, a gallop and a slide
recognizes simple folk dance and rhythmic routines
demonstrates locomotor skills in response to even and uneven music
demonstrates movement skills in
relays and races
participates in simple territory/
invasion game such as line, circle
and shuttle relays
exhibits correct body posture
assesses his/her body posture
K TO 12 PHYSICAL EDUCATION
Content Content Standards Performance Standards Learning Competencies
SECOND QUARTER/ SECOND GRADING
Locations, Directions, Levels, Pathways and Planes Movement skills Simple folk dance and rhythmic routines Relays and races Posture and Body Mechanics
Th The learner . . .
demonstrates understanding of locations, directions, levels, pathways and planes
demonstrates understanding on movement skills
demonstrates understanding of simple folk dance and rhythmic routines
demonstrates understanding of playing with partner and group
demonstrates understanding of good posture and body mechanics
Th The learner . . .
demonstrates locomotor movements accurately
performs series of movement patterns using various movement skills accurately
performs simple folk and rhythmic sequences using various implements confidently
engages actively in relays and races with partner and in group.
observes correct posture while sitting, walking and standing
The learner . . .
describes locomotor movements in a location, direction, level, pathway and plane
follows instruction for directions, levels, pathways and planes
performs locomotor movements in a location, direction, level, pathway and plane
describes movement skills using movement patterns
performs movement patterns like: o jump for distance, landing on both feet
and bending the hips, knees and ankles to reduce the impact of force
- skip and leap using proper form
describes the steps in simples folk dance
describes simple rhythmic routines
performs rhythmic sequences with the use of implements such as a ribbon, hoop, ball, etc.
familiarizes himself/herself in the skills of running
participates in relays and races
describes correct posture of sitting, walking, standing
observes correct posture while sitting, walking, standing
K TO 12 PHYSICAL EDUCATION
Content Content Standards Performance Standards Learning Competencies
THIRD QUARTER/ THIRD GRADING
Time, Force and Flow Movement Skills Simple Folk Dance and Rhythmic routines Relays and Races Posture and Body Mec
The learner . . .
demonstrates understanding of movement in relation to time, force and flow
demonstrates understanding of movement skills in throwing and catching
demonstrates understanding of simple rhythmic routines
demonstrates understanding of the concept of play and competition
demonstrates understanding observance of correct posture
The learner . . .
shows how the element of time, force, and flow can affect movement to and away from one another efficiently
performs correct skills in throwing and catching
demonstrates graciously simple dance mixes with partner and group
engages in a simple competition actively
exhibits correct posture in different action such as pushing, picking and pulling
The learner . . .
describes the concept of moving and changing speed, direction in differrent situations
describes the importance of speed and direction in performing movement skills.
shows how changing speed and direction can allow himself/herself to move away from one another
demonstrates correct position of the hand and body while catching a ball in different levels
explains the throwing and catching skills with partner in stationary and dynamic action
performs throwing and catching skills with partner in stationary and dynamic action
applies movement concepts in simple dance mixes such as kamayan, alahoy, apat-apat
demonstrates movement concepts in simple dance and rhythmic routine
performs simple folk dance and rhythmic routines
practices movement skills in throwing, catching and running
competes in throw and catch relays and races
describes correct posture in picking up things, pulling/ pushing objects.
observes correct posture while picking up things and pulling/ pushing objects.
K TO 12 PHYSICAL EDUCATION
Content Content Standards Performance Standards Learning Competencies
FOURTH QUARTER/ FOURTH GRADING
Person, Objects, Music and Environment
Movement skills Simple folk dance and rhythmic routines Relays and races Posture and body mechanics
The learner . . .
demonstrates understanding of body management in relation to various movement activities relating to person, objects, music and environment
demonstrates understanding of movement skills in throws and strikes
demonstrates understanding of simple folk dance
demonstrates understanding of movement skills in tagging and dodging in relays and races activities
demonstrates understanding of improving posture in related activities
The learner . . .
shows how the body is managed in various movement activities involving person, objects, music and environment correctly
executes various movement skills properly showing throw pattern and strike correctly
executes a simple folk dance graciously
shows interest and enjoyment while participating in relays and races
engages in activities that improve posture correctly
The learner . . .
familiarizes in various movement activities involving person, objects, music and enviroment
participates in self- testing actvities in simple rolls such as Chinese get up, roll with a ball, beat a drum or tambourines, dramatize weather conditions
participates in dramatizing situations such as matter conditions
describes throwing patterns such as underhand and overhand movement
describes striking skills
demonstrates throwing patterns such as underhand and overhand movement
demonstrates striking skills.
familiarizes with and rhythmic routines
familiarizes with dance steps of a simple folk dance such as the Alitaptap
performs the dance Alitaptap
describes tagging and dodging skills
familiarizes in tagging and dodging skills
performs tagging and dodging while participating in relays and races
describes correct body posture
checks his/her body posture
performs activities that improve posture such as book relay, line walk
assesses himself/herself for correct posture in different activities