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1. Trends in Teaching
Physical Education and
Health

3. Physical Education: Description
The Physical Education Curriculum under the K
to 12 Basic Education Program is anchored on the
tenet “Move to Learn and Learn to Move”. It
contributes to the development of fitness and
wellness among school-age children. The
program’s rich and challenging experiences
promote the development of active lifestyle which
is the key to achieving, sustaining and promoting
lifelong fitness.

4. Program Standard
The learners demonstrate
understanding of key concepts and
principles of health and fitness in
achieving, sustaining and promoting
lifelong fitness and wellness.

5. K to 12: Physical Education
Strands
1.Body Management
2.Movement Skills
3.Physical Fitness
4.Games and Sports
5.Rhythm and Dance

6. Body Management
Body Management includes body awareness,
space awareness, qualities and relationships
of movements and how they are used
dynamically in various physical activities.
Awareness of the body concepts enable us
the understand our physical self.

7. Movement Skills
Movement skills relate to fundamental
movement patterns and skills that form
the basis of all sport and fitness
activities.

8. Rhythm and Dance
Rhythm and dance offer an array of learning
experiences where the body is used as an
instrument of expression. This area includes
singing games, dance mixers, fundamental
rhythm, folk and foreign games, and creative
rhythms. Likewise, the learners learn to move
in time to music, adjust to different tempos
and move to different rhythmic patterns.

9. Physical Fitness
Physical fitness includes fitness
assessment through testing and
recording and offers enhancement
activities that will develop and maintain
learners’ desired fitness level.

10. Games and Sports
Games and sports comprise fun games, low
organized games and lead-up games that
help achieve the development of correct
sports skills in preparation for active
participation in selected sports for recreation
and competition.

11. K to 12 Curriculum
Key Stages K -3 4-6 7-10 11-12
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythm & Dances

12. Health Education: Description
• Focuses on physical, mental, emotional, social,
moral and spiritual dimensions of health
• Enables the learners to acquire essential
knowledge, attitudes, and skills necessary to
promote good nutrition, prevent and control
diseases and substance use and abuse, reduce
health-related risk behaviors to prevent and
control injuries with the end in view of
maintaining and improving personal, family,
community, national and global health.

13. Health Education
Strands
1.Personal Health
2.Family Health
3.Community Health
4.National and Global Health

14. Issues and Concerns
PE and Sports Dichotomy
Use drugs to enhance
performance
Reproductive Health

16. Assumptions
1.The learning environment makes a
difference.
2.Learning is based on associations.
3.Learning occurs in cultural and
social contexts.
4.People learn in different ways.
5.People think about their own
learning, and their feelings matter.

17. The learning environment
makes a difference.
Active, hands –on
learning and authentic
tasks

18. bronze
santol lemon
grapes melon
banana
nickel pineapple
saw
screwdriver Gold
nail
plier hammer
shovel
mango silver

19. Learning is based on
associations.
Link between prior
knowledge and new
information

20. Learning occurs in cultural and
social contexts.
Learning together

21. People learn in different ways.
Differentiate learning

22. People think about their own
learning and their feelings
matter.
Learning to think about
thinking

23. Assessment for Learning -
Diagnostic
K-W-L
Pre-Test
Skills Check
Web/Concept Map
Misconception Check

24. Assessment as Learning –
Formative
• Whole Group
Hand Signals
White Boards
Misconception Check
Quick Writes and Exit Cards
Observations

25. Assessment as Learning –
Formative
• Individuals
Exit Card
Weekly Letter
Web/Concept Map
One Minute Essay
Question Box/Board

26. Assessment of Learning –
Summative
• Six Facets of Understanding
• Performance Tasks

28. Research-Based Instructional Strategies
• Identifying similarities and differences 45
• Summarizing and note-taking 34
• Reinforcing Effort, Providing Recognition 29
• Assigning Homework, Practice 28
• Using Non-linguistic Representation 27
• Cooperative Learning 27
• Setting Objectives and Providing Feedback 23
• Generating and Testing Hypothesis 23
• Using Cues, Questions and Advance Organizers 22

29. Activity 1:
Game

30. Comparing is the process of identifying
similarities and differences between and
among things or ideas.
Classifying is the process of grouping things
that are alike on the basis of their
characteristics
Identifying Similarities and Differences

31. Creating Metaphors is the process of
identifying a general or basic patter in a
specific topic and then finding another topic
that appears to quite different but that has the
same pattern.
Creating Analogies is the process of
identifying relationships between pairs of
concepts- identifying relationships between
relationships
Identifying Similarities and Differences

32. Activity 2:
Newspaper Work

33. Summarizing
Delete some information , substitute some information
and keep some information.
To effectively delete, substitute and keep information,
analyze the information at a fairly deep level.
Rule – Based Strategy
1.Delete trivial material that is unnecessary to understanding.
2.Delete redundant material.
3.Substitute superordinate terms for lists.
4.Select a sentence topic or invent one if it is missing.
Summarizing and note-taking

34. Activity 3:
Dictation

35. Note Taking
Informal Outline – uses indentation to indicate
major ideas and their related details.
Webbing – uses the relative size circles to
indicate the importance of ideas and lines to indicate
relationships.
Combination Notes – uses both informal and
webbing strategies.
Summarizing and note-taking

36. Praise as Recognition
Personalizing recognition
Pause, Prompt and Praise
Concrete symbols of recognition
The harder you try, the more successful you
become.
Reinforcing effort, Providing Recognition

37. 1. Establish and communicate a homework policy.
• Place
• Schedule and time allotted for making the homework
• Parent involvement
• Level of difficulty
• Bedtime
2. Design a homework that clearly articulates the
purpose and outcome.
3. Vary the approaches to providing feedback.
Assigning Homework and
Practice

38. 1. Using creative graphic organizers
• Concept
• Event
• Cause and Effect
• Time - Sequence
2. Using non-linguistic representations
• Physical models
• Mental pictures
• Pictures and pictographs
• Kinesthetic activity
Using Non-linguistic Representation

39. Activity 4:
Paint Me

40. 1.Positive interdependence
2.Face to face promotive interaction
3.Individual and group
accountability
Cooperative Learning

41. Objectives
• Specific but flexible goals
• Contract
Feedback
• Corrective in nature
• Timely
• Specific to a criterion
• Ask for own feedback
Setting Objectives and Providing
Feedback

42. Explicit cues
How do you sweep the floor?
How do you throw rubbish to the
bin from afar?
Cues, Questions and Advance Organizers

43. Questions that Elicit Inferences
Things/People:
What action does this thing / person usually
perform?
Action:
What thing/person usually performs this action?
Event:
What people are usually involved in this event?
Cues, Questions and Advance Organizers

44. Advance Organizers
Expository Advance Organizers
Narrative Advance Organizers
Graphic Advance Organizers
Cues, Questions and Advance Organizers

45. Activity 5:
Organize your notes