K To 12 Curriculum Guide: Physical Education

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
CURRICULAR FRAMEWORK
K 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 activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active 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 May 2016 Page 2 of 67

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
Learning 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 and
variety 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 and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies
the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary 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 doing
it; 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 K
to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The 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 physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other
dance forms.
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, the
health 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 and
contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.

. A graduate who lives an active life

for fitness and lifelong health
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity
Rhythms & Dances

Body Management
Games & Sports
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Appropriate
Integrated Inclusive
based
MOVE TO LEARN, LEARN TO MOVE

Figure 1. The Conceptual Framework of Physical Education

Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Key Stage Standards
Strands 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 Fitness
Games and Sports
Rhythms and Dance

GRADE LEVEL STANDARDS
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.

Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
Body Awareness Space Awareness Qualities of Effort Relationships

Body management
Movement skills
GRADE 1 Rhythms and dance
Games and sports Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
Physical fitness
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness 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.

Table 1a - Scope and Sequence of Physical Education from Grades 4-6
Key Stage 2
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Games and sports
Invasion games Wall/net games, invasion games
striking/fielding games
Games and sports
Invasion games
striking/fielding games
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.

Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
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.

Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level Strands Semester 1 Semester 2
Q1 Q2 Q3 Q4
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
Dance Traditional, contemporary, ethnic, folk and social

dances
GRADE 12
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses

TIME ALLOTMENT FOR PHYSICAL EDUCATION
Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week

GRADE 1
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness The learner . . . The learner . . . The learner . . .
(Different body parts and demonstrates performs with 1. describes the different parts of
their movements) understanding coordination the body and their movements PE1BM-Ia-b-1 MISOSA 4- module 4
awareness of body enjoyable through enjoyable physical
parts in preparation movements on activities
for participation in body awareness .
physical activities. 2. creates shapes by using different
PE1BM-Ic-d-2
body parts
3. shows balance on one, two, three,
PE1BM-Ie-f-3 MISOSA 4- module 4
four and five body parts
4. exhibits transfer of weight PE1BM-Ig-h-4 MISOSA 4- module 4

5. recognizes the importance of
participating in fun and enjoyable PE1PF-Ia-h-1 MISOSA 4- module 4
physical activities
6. engages in fun and enjoyable
physical activities with
coordination
Suggested learning activities

PE1PF-Ia-h-2
 action songs MISOSA 4- module 4
 singing games
 simple games
 chasing and fleeing games
 mimetics
SECOND QUARTER/ SECOND GRADING

Space Awareness The learner . . . The learner . . . 1. MISOSA 4- module 1
2. Music, Art, Physical Education
(Moving in different demonstrates performs movement PE1BM-IIa-b- and Health 2. (Tagalog)DepEd.
7. identifies locomotor skills
directions at spatial levels) understanding skills in a given space 5 - Falcutila, Rogelio F. et.al.
ofspace awareness in with coordination. 2013. pp. 303-305
preparation for
CONTENT PERFORMANCE
STANDARDS STANDARDS
Space Awareness participation in 1. MISOSA 4- module 1
physical activities. 8. demonstrates moving within a 2. Music, Art, Physical Education
PE1BM-IIc-e-
(Moving in different group without bumping or falling and Health 2. (Tagalog)DepEd.
6
directions at spatial levels) using locomotors skills - Faculita, Rogelio F. et.al.
2013.pp. 304-305
9. executes locomotor skills while
PE1BM-IIf-h-
moving in different directions at MISOSA 4- module 1 pp.2-3
7
different spatial levels
1. MISOSA 4- module 1
10. engages in fun and enjoyable and Health 2. (Tagalog)DepEd.
PE1PF-IIa-h-
physical activities with - Falculita, Rogelio et.al. 2013.
2
coordination 306-307
11. illustrates/demonstrate
acceptable responses to
PE1PF-IIa-h- MISOSA 4- module 1
challenges, successes, and
3
failures during participation in
motor fitness activities
12. demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical activities

 action songs 1. MISOSA 4- module 1
 singing games 2. Music, Art, Physical Education
PE1PF-IIa-h-
 simple games and Health 2. (Tagalog)DepEd.
4
 chasing and fleeing games - Faliculita, Rogelio F. et.al.
 mimetics 2013. pp. 311-314

CONTENT PERFORMANCE
STANDARDS STANDARDS
THIRD QUARTER/ THIRD GRADING
Qualities of Effort The learner . . . The learner . . . 13.describes the difference between
PE1BM-IIIa-
slow and fast, heavy and light, MISOSA 4- module 1
b-8
(Slow and fast, heavy and demonstrates performs free and bound movements
light, free and bound understanding of movements of
movements) qualities of effort in varying qualities of 14. demonstrates contrast between
PE1BM-IIIc-
preparation for effort with slow and fast speeds while using
d-9
participation in coordination. locomotor skills MISOSA 4- module 1 p.4
physical activities.
15. demonstrates the difference
PE1BM-IIIe-f- MISOSA 4- module 1
between heavy and light while
10
moving
16. demonstrates the difference PE1BM-IIIg- MISOSA 4- module 1
between free and bound h-11
17. demonstrates the difference PE1PF-IIIa-h- MISOSA 4- module 1
between free and bound 2
18. engages in fun and enjoyable PE1PF-IIIa-h- MISOSA 4- module 1
physical activities 6
19. enumerates the characteristics of PE1PF-IIIa-h-
a good team player 7
20. differentiates sharing from PE1PF-IIIa-h-
cooperating 8
21. demonstrates the characteristics
of sharing and cooperating in PE1PF-IIIa-h-

 action songs
 singing games
 simple games
 mimetics
FOURTH QUARTER/ FOURTH GRADING
Movement The learner . . . The learner . . . PE1BM-IVa-b- MISOSA 4- module 1
22. identifies movement relationships
Relationships 12
demonstrates performs 23. demonstrates relationship of PE1BM-IVc-e- MISOSA 4- module 1
(Relationship to a moving understanding of movements in movement 13
CONTENT PERFORMANCE
STANDARDS STANDARDS
or stationary relationships of relation to a 24. performs jumping over a
object/person) movement skills in stationary or moving stationary object several times in
PE1BM-IVf-h- MISOSA 4- module 1
preparation for object/person with succession, using forward- and-
14
participation in coordination. back and side-to-side movement
physical activities patterns
25. engages in fun and enjoyable PE1PF-IVa-h- MISOSA 4- module 1
26. shows interest in participating in PE1PF-IVa-h- MISOSA 4- module 1
27. follows simple instructions and PE1PF-IVa-h- MISOSA 4- module 1
rules 10
28. enjoys participating in physical
activities

PE1PF-IVa-h- MISOSA 4- module 1
 action songs
11
 singing games
 simple games
 mimetics

GRADE 2
CONTENT PERFORMANCE LEARNING MATERIALS

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
Body Shapes The learner . . . The learner . . . The learner . . Music, Art, Physical Education and
(Straight, curled, wide 1.describes body shapes Health 2. (Tagalog) DepEd.
PE2BM-Ia-b-1
and twisted) and demonstrates performs body shapes and and actions Falculita, Rogelio F. et.al. 2013. pp.
Body Actions understanding of body actions properly. 295-296
(Walking, standing, shapes and body 2. demonstrates body Music, Art, Physical Education and
sitting) actions in preparation shapes and actions PE2BM-Ic-d-15 Health 2. Tagalog) DepEd. Falculita,
for various movement Rogelio F. et.al. 2013. pp. 297-299
activities 3. creates body shapes Music, Art, Physical Education and
and actions PE2BM-Ie-f-2 Health 2.(Tagalog) DepEd. Falculita,
Rogelio F. et.al.2013. pp. 300-301
4. demonstrates
momentary stillness in 1. MISOSA 4 - module 1.
symmetrical and 2. Music, Art, Physical Education
asymmetrical shapes PE2BM-Ig-h-16 and Health 2. (Tagalog) DepEd.
using body parts other Falculita, Rogelio F. et.al. 2013.
than both feet as a pp. 300-301
base of support
5. demonstrates
movement skills in
PE2MS-Ia-h-1
response to sound and
music
6. exhibits correct body MISOSA 6 – module 5
PE2PF-Ia-h-12
posture
7. assesses body posture Music, Art, Physical Education and
PE2PF-Ia-h-13 Health 2.(Tagalog) DepeEd. Falculita,
Rogelio F. et.al. 2013. pp. 380-382
8. engages in fun and PE2PF-Ia-h-2
enjoyable physical
1. MISOSA 6 – module 1 - 5
activities
and Health 2.(Tagalog) DepEd.
Falculita, Rogelio F. et.al.2013.
 movement skills activities
pp. 303-305. 311-314. 375
(locomotor, non-
locomotor and
STANDARDS STANDARDS
manipulative skills)
Body Shapes The learner . . . The learner . . .  folk dances
(Straight, curled, wide (Alitaptap/Rabong)
and twisted) and demonstrates performs body shapes and  rhythmic routines
Body Actions understanding of body actions properly. (ribbon, hoop, balls, and
(Walking, standing, shapes and body any available
sitting) actions in preparation indigenous/improvised
for various movement materials)
activities relays and races

Locations Th The learner . . . ThThe learner. . . 9. describes movements
(Behind,infront, under, in a location, direction,
PE2BM-IIa-b-17 MISOSA 4 - module 1
over, personal space, demonstrates performs movements level, pathway and
general space) understanding of accurately involving plane
Directions (linear- locations, directions, locations, directions, 10. moves in:
forward and backward, levels, pathways and levels, pathways and  personal and
lateral- sideward, and planes planes. general space
multi-directional)  forward,
Levels (High, middle, backward, and
low) Pathways sideward
(Straight, curved, directions
PE2BM-IIc-h-18
zigzag) and Planes  high, middle, and
(Diagonal, horizontal, low levels
vertical, and rotational)  straight, curve,
and zigzag
pathways
 diagonal and
horizontal planes
11. demonstrates
movement skills in
PE2MS-IIa-h-1
response to sounds
and music
12. observes correct Music, Art, Physical Education and
posture and body Health 2.(Tagalog) DepEd. Falculita,
PE2PF-IIa-h-14
mechanics while Rogelio F. et.al.2013. pp. 380-381
Th performing movement
STANDARDS STANDARDS
Locations (Behind, The learner . . . The learner. . . activities
infront, under, over,
personal space, demonstrates performs movements
general space) understanding of accurately involving 13. engages in fun and Music, Art, Physical Education and
Directions(linear- locations, directions, locations, directions, enjoyable Health 2.(Tagalog) DepEd. Falculita,
forward and levels, pathways and levels, pathways and physicalactivities Rogelio F. et.al.2013. pp. 375. 303-
backward, lateral- planes planes. 305. 313-314
sideward, and multi- Suggested learning activities
directional) Levels  movement skills activities
(High, middle, low) (locomotor, non-
Pathways (Straight, locomotor and PE2PF-IIa-h-2
curved, zigzag) and manipulative skills)
Planes (Diagonal,  folk dances
horizontal, vertical,  rhythmic routines
and rotational (ribbon, hoop, balls, and
any available
indigenous/improvised
materials)
 relays and races
Time (slow, slower, The learner . . . The learner . . . 14. describes movements
slowest/fast, faster, in a location, PE2BM-IIIa-b-
fastest) Force (light, demonstrates performs movements direction, level, 17
lighter, understanding of accurately involving time, pathway and plane
lightest/strong, movement in relation force, and flow. 15. moves: MISOSA 4 - module 1
stronger, strongest) to time, force and flow
and Flow 15.1 at slow, slower,
(smoothness of slowest/fast, faster,
movement) fastest pace
PE2BM-IIIc-h-
15.2 using light,
19
lighter,
lightest/strong,
stronger, strongest
force with
smoothness
16. demonstrates Music, Art, Physical Education and
PE2MS-IIIa-h-1
movement skills in Health 2.(Tagalog) DepEd. Falculita,

STANDARDS STANDARDS
response to sound Rogelio F. et.al.2013.. pp. 309-310
Time (slow, slower, The learner . . . The learner . . . and music
slowest/fast, faster, 17. engages in fun and Music, Art, Physical Education
fastest) Force (light, demonstrates performs movements enjoyable physical and Health 2.(Tagalog) DepEd.
PE2PF-IIIa-h-2
lighter, understanding of accurately involving time, activities Falculita, Rogelio F. et.al.2013.
lightest/strong, movement in relation force, and flow. pp. 304-305
stronger, strongest) to time, force and flow 18. observes correct 1. MISOSA 6 – module 1
and Flow posture and body 2. Music, Art, Physical Education
(smoothness of mechanics while and Health 2.(Tagalog) DepEd.
movement) performing movement Falculita, Rogelio F. et.al.2013.
activities pp. 375. 303-305. 313-314

locomotor, non-
locomotor and PE2PF-IIIa-h-14
manipulative skills
 folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls, and
any available
materials)
relays and races
Person (Individual, The learner . . . The learner . . . 19. familiarizes in various
pair, group), Objects movement activities
PE2BM-IV-a-b-
(ribbon, hoop, balls, demonstrates performs movement involving person, MISOSA 5 –module 1
20
and any available understanding of activities involving person, objects, music and
indigenous/improvised movement activities objects, music and environment
materials), Sound, relating to person, environment correctly 20. moves:
Environment objects, music and
(indoor and outdoor environment 20.1 individually, with PE2BM-IV-c-h-
MISOSA 5 –module 1pp.2-3
settings) partner, and 21
Person (Individual, with group
pair, group), Objects 20.2 with ribbon,
STANDARDS STANDARDS
(ribbon, hoop, balls, The learner . . . The learner . . . hoop, balls, and
and any available any available
indigenous/improvised demonstrates performs movement indigenous/impr
materials), Sound, understanding of activities involving person, ovised materials
Environment movement activities objects, music and 20.3 with sound
(indoor and outdoor relating to person, environment correctly 20.4 in indoor and
settings) objects, music and outdoor settings
environment
21. demonstrates Music, Art, Physical Education and
movement skills in Health 2.(Tagalog) DepEd. Falculita,
PE2MS-IV-a-h-1
response to sound Rogelio F. et.al.2013. pp. 356-357
22. engages in fun and Music, Art, Physical Education and

enjoyable physical PE2PF-IV-a-h-2 Health 2.(Tagalog) DepEd. Falculita,
activities Rogelio F. et.al.2013. pp.313-314
23. observes correct body
posture and body
mechanics while
performing movement
activities

locomotor, non-locomotor
PE2PF-IV-a-h-
and manipulative skills MISOSA 6 –module 1pp.1-6
14
 folk dances
(Alitaptap/Rabong)
 rhythmic routines (ribbon,
hoop, balls, and any
available
materials)
relays and races

GRADE 3
CONTENT PERFORMANCE
STANDARDS STANDARDS
Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education and
(Straight, curled, wide 1. describes body shapes Health 2.(Tagalog) DepEd.
and twisted) and demonstrates performs body shapes and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
Body Actions understanding of body and actions properly. pp. 295-296
(Walking, standing, shapes and body actions 2. performs body shapes and Music, Art, Physical Education and
sitting) in preparation for various actions Health 2.(Tagalog) DepEd.
PE3BM-Ic-d-15
movement activities Falculita, Rogelio F. et.al.2013.
pp. 297-299
3. creates body shapes and Music, Art, Physical Education and
actions Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013. pp.
300-301
4. demonstrates momentary Music, Art, Physical Education and
stillness in symmetrical Health 2.(Tagalog) DepEd.
and asymmetrical shapes Falculita, Rogelio F. et.al.2013. pp.
PE3BM-Ig-h-16
using body parts other 300-301
than both feet as a base
of support
5. demonstrates movement
skills in response to PE3MS-Ia-h-1
sounds and music
6. identifies conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15
will improve posture Falculita, Rogelio F. et.al.2013. pp.
381-382
7. performs conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16
will improve body posture Falculita, Rogelio F. et.al.2013. pp.
381-382
8. engages in fun and Music, Art, Physical Education and
enjoyable physical activities Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-2 Falculita, Rogelio F. et.al.2013.
Suggested learning activities pp. 303-305. 313-314
CONTENT PERFORMANCE
STANDARDS STANDARDS
(locomotor, non-locomotor
Body Shapes The learner . . . The learner . . . and manipulative skills)
(Straight, curled, wide  folk dances (Tiklos/Kunday-
and twisted) and demonstrates performs body shapes kunday)
Body Actions understanding of body and actions properly.  rhythmic routines (ribbon,
(Walking, standing, shapes and body actions hoop, balls, and any available
sitting) in preparation for various indigenous/improvised
movement activities materials)
 lead up, organized and
indigenous games
corrective exercises

Locations The learner . . . The learner . . . The learner . . .
(Behind,in front, 9. describes movements in a
under, over, demonstrates performs movements location, direction, level, PE3BM-IIa-b-17
personal space, understanding of accurately involving pathway and plane
general space) locations, directions, locations, directions,
Directions levels, pathways and levels, pathways and 10. moves in:
(linear-forward and planes planes.
backward, lateral-  personal and general
sideward, and multi- space
directional)  forward, backward,
Levels and sideward
(High, middle, low) directions PE3BM-IIc-h-18
Pathways  high, middle, and low
(Straight, curve, levels
zigzag)  straight, curve, and
and Planes zigzag pathways
(Diagonal, horizontal,  diagonal and
vertical, and horizontal planes
rotational) 11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies conditioning
1. MISOSA 5 - module 1
and flexibility exercises PE3PF-IIa-h-15
2. MISOSA 5 - module 5. pp. 1-5
that will improve body

CONTENT PERFORMANCE
STANDARDS STANDARDS
mechanics
Locations The learner . . . The learner . . .
13. performs conditioning
(Behind,in front,
and flexibility exercises MISOSA 6- Module 5. pp.1-6.
under, over, demonstrates performs movements PE3PF-IIa-h-16
personal space, understanding of accurately involving
mechanics
general space) locations, directions, locations, directions,
14. engages in fun and
Directions levels, pathways and levels, pathways and
enjoyable physical
(linear-forward and planes planes.
activities
backward, lateral-
sideward, and multi-
directional)
(locomotor, non-locomotor
Levels
and manipulative skills)
(High, middle, low) Music, Art, Physical Education and
 folk dances (Tiklos/ Kunday-
Pathways Health 2.(Tagalog) DepEd.
kunday) PE3PF-IIa-h-2
(Straight, curve, Falculita, Rogelio F. et.al.2013. pp.
zigzag) 345. 313-314
hoop, balls, and any available
and Planes
(Diagonal, horizontal,
materials)
vertical, and
rotational)
indigenous games

Time The learner . . . The learner . . . 15. describes movements in
PE3BM-IIIa-b- MISOSA 4 – module 1 pp.3-4
(slow, slower, a location, direction,
17
slowest/fast, faster, demonstrates performs movements level, pathway and plane
fastest ) understanding of accurately involving 16. moves:
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow  at slow, slower,
lightest/strong, slowest/fast, faster,
PE3BM-IIIc-h-
stronger, strongest) fastest pace
19
and Flow  using light, lighter,
(smoothness of lightest/strong,
movement) stronger, strongest
force with smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to
CONTENT PERFORMANCE
STANDARDS STANDARDS
Time The learner . . . The learner . . . sound
(slow, slower,
18. engages in fun and
slowest/fast, faster, demonstrates performs movements
enjoyable physical PE3PF-IIIa-h-2
fastest ) understanding of accurately involving
activities
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow
and flexibility exercises MISOSA 5 – module 1. pp.1-5
lightest/strong, PE3PF-IIIa-h-15
stronger, strongest)
mechanics
and Flow
(smoothness of 20. performs conditioning
movement) and flexibility exercises
mechanics

and manipulative skills
 folk dances (Tiklos/ Kunday- PE3PF-IIIa-h-16 MISOSA 5 – module 1.
kunday)
materials)
indigenous games
 corrective exercises

Person The learner . . . The learner . . . The learner . . .
(Invidual, pair, group) 21. participates in various MISOSA 4 – module 5. pp.3-5
PE3BM-IV-a-b-
Objects demonstrates performs movement movement activities
20
(ribbon, hoop, balls, understanding of activities involving involving person, objects,
and any available movement activities person, objects, music music and environment
indigenous/improvised relating to person, and environment 22. moves:
materials), objects, music and correctly PE3BM-IV-c-h-
Sound and environment  individually, with 21
Environment partner, and with
CONTENT PERFORMANCE
STANDARDS STANDARDS
(indoor and outdoor group
settings)  with ribbon, hoop,
balls, and any
Person The learner . . . The learner . . . available
(Invidual, pair, group) indigenous/improvised
Objects demonstrates performs movement materials
(ribbon, hoop, balls, understanding of activities involving  with sound
and any available movement activities person, objects, music  in indoor and outdoor
indigenous/improvised relating to person, and environment settings
materials), objects, music and correctly 23. demonstrates movement
Sound and environment skills in response to PE3MS-IV-a-h-1
Environment sounds and music
(indoor and outdoor 24. engages in fun and
settings) enjoyable physical PE3PF-IV-a-h-2
activities
PE3PF-IV-a-h-
and flexibility exercises
15
that will improve posture
26. performs conditioning
and flexibility exercises
mechanics

and manipulative skills PE3PF-IV-a-h-
 folk dances (Tiklos/Kunday- 16
kunday)
materials)
indigenous games

GRADE 4
CONTENT PERFORMANCE
STANDARDS STANDARDS
Assessment of The learner . . . The learner . . . The learner . . .
physical activities and 1. describes the physical PE4PF-Ia-16
physical fitness demonstrates participates and activity pyramid
understanding of assesses performance 2. explains the indicators for
PE4PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activities and assesses physical participation in physical
PE4PF-Ib-h-18
tamaang-tao/batuhang physical fitness fitness activities based on
bola, tatsing), physical activity pyramid
striking/fielding 4. explains the EASE PE - module 2. pp. 6-7, 12-
games (syato, basagang nature/background of PE4GS-Ib-1 13.
palayok, kickball) the games
5. describes the skills EASE PE - module 2.
Note: Games are not involved in the games PE4GS-Ib-2
limited to the above
6. observes safety
listed activities PE4GS-Ib-h-3
precautions
7. executes the different
PE4GS-Ic-h-4
skills involved in the game
8. recognizes the value of
participation in physical PE4PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and fair
PE4PF-Ib-h-20
play during participation
in physical activities
10. explains health and skill
related fitness PE4PF-Ia-21
components
11. identifies areas for
improvement
PE4PF-Ib-h-22

CONTENT PERFORMANCE
STANDARDS STANDARDS
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical activities and demonstrates participates and 13. explains the indicators
PE4PF-IIa-17
physical fitness understanding of assesses performance for fitness
participation in and in physical activities. 14. assesses regularly
Invasion games assessment of participation in physical
PE4PF-IIb-h-18
(agawan base, lawin at physical activities and assesses physical activities based on
sisiw, agawanpanyo) physical fitness fitness physical activity pyramid
15. explains the
Note: Games are not nature/background of the PE4GS-IIb-1
limited to the above games
listed activities 16. describes the skills
PE4GS-IIb-2
involved in the games
17. observes safety
PE4GS-IIb-h-3
precautions
PE4GS-IIc-h-4
skills involved in the game
participation in physical PE4PF-IIb-h-19
activities
respect for others and fair
PE4PF-IIb-h-20
play during participation
related fitness PE4PF-IIa-21
components
PE4PF-IIb-h-22
improvement
THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 24. explains the indicators for
PE4PF-IIIa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 25. assesses regularly PE4PF-IIIb-h-
indigenous, ethnic, assessment of participation in physical 18
CONTENT PERFORMANCE
STANDARDS STANDARDS
traditional and physical activity and assesses physical activities based on
creative dances physical fitness fitness physical activity pyramid
26. explains the
nature/background of the PE4GS-IIIb-1
Note: Dances available dance
in the area can be 27. describes the skills
PE4GS-IIIb-2
selected. involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
skills involved in the PE4GS-IIIc-h-4
dance
PE4PF-IIIb-h-
participation in physical
19
activities
respect for others during PE4PF-IIIb-h-
participation in physical 20
activities
related fitness PE4PF-IIIa-21
components
PE4PF-IIIa-22
improvement
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 35. explains the indicators for
PE4PF-IVa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 36. assesses regularly
indigenous, ethnic, assessment of participation in physical
traditional and physical activity and assesses physical activities based on PE4PF-IVb-h-18
creative dances physical fitness fitness Philippines physical
activity pyramid
Note: Dances available 37. explains the
in the area can be nature/background of the PE4RD-IVb-1
selected. dance
CONTENT PERFORMANCE
STANDARDS STANDARDS
38. describes the skills
PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities and 39. observes safety
PE4RD-IVb-h-3
physical fitness demonstrates participates and precautions
understanding of assesses performance 40. executes the different
participation and in physical activities. skills involved in the PE4RD-IVc-h-4
Folk (Liki/Ba-Ingles), assessment of dance
indigenous, ethnic, physical activity and assesses physical 41. recognizes the value of
traditional and physical fitness fitness participation in physical PE4PF-IVb-h-19
creative dances activities
Note: Dances available respect for others during
in the area can be PE4PF-IVb-h-20
selected. activities
related fitness PE4PF-IVa-21
components
PE4PF-IVb-h-22
improvement

GRADE 5
CONTENT PERFORMANCE
STANDARDS STANDARDS
Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the Philippines
PE5PF-Ia-16
fitness demonstrates participates and physical activity pyramid
understanding of assesses performance 2. explains the indicators for
PE5PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activity and assesses physical participation in physical
PE5PF-Ib-h-
tamaang-tao/batuhang physical fitness fitness activities based on the
18
bola, tatsing), Philippines physical activity
striking/fielding games pyramid
(syato/,basagangpalayok, 4. explains the Ease P.E - Module 2. pp. 4. 6-
nature/background of the PE5GS-Ib-1 7. 12-13
kickball)
games
5. describes the skills involved
Note: Games are not PE5GS-Ib-2
in the games
limited to the above listed
activities 6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills
PE5GS-Ic-h-4
involved in the game
PE5PF-Ib-h-
19
activities
respect for others and fair PE5PF-Ib-h-
play during participation in 20
physical activities
PE5PF-Ia-21
related fitness components
improvement
PE5PF-Ib-h-
22

CONTENT PERFORMANCE
STANDARDS STANDARDS
SECOND QUARTER / SECOND GRADING
Assessment of physical The learner . . . The learner . . . 12. describes the Philippines
PE5PF-IIa-16
activities and physical physical activity pyramid
fitness demonstrates participates and assesses 13. explains the indicators for
PE5PF-IIa-17
understanding of performance in physical fitness
Invasion games participation in and activities. 14. assesses regularly
(agawan base, lawin at assessment of participation in physical
sisiw, agawanpanyo) physical activity and assesses physical fitness PE5PF-IIb-h-
activities based on the
physical fitness 18
Philippines physical activity
Note: Games are not pyramid
limited to the above listed 15. explains the
activities nature/background of the PE5GS-IIb-1
games
PE5GS-IIb-2
17. observes safety PE5GS-IIb-h-
precautions 3
18. executes the different PE5GS-IIc-h-
skills involved in the game 4
PE5PF-IIb-h-
19
activities
respect for others and fair PE5PF-IIb-h-
play during participation in 20
physical activities
PE5PF-IIa-21
related fitness components
22. identifies areas for PE5PF-IIb-h-
improvement 22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the Philippines PE5PF-IIIa-
physical activities and physical activity pyramid 16
physical fitness demonstrates participates and 24. explains the indicators for PE5PF-IIIa-
fitness 17

CONTENT PERFORMANCE
STANDARDS STANDARDS
understanding of assesses performance 25. assesses regularly
participation and in physical activities. participation in physical
PE5PF-IIIb-
Folk (Cariñosa/ Polka assessment of activities based on the
h-18
saNayon), indigenous, physical activity and assesses physical Philippines physical activity
pyramid
ethnic, traditional and physical fitness fitness
26. explains the 1. Enjoy Life with P.E and
creative dances
nature/background of the Health II. Darilag,
dance Agripino G. et.al. 2012.
Note: Dances available pp. 127. 134. 143. 152.
in the area can be 153.*
PE5RD-IIIb-1
selected.
2. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al.
1999. p. 31.*
27. describes the skills Enjoy Life with P.E and
involved in the dance PE5RD-IIIb-2 Health II. Darilag, Agripino G.
et.al. 2012. pp. 128-161.*
28. observes safety PE5RD-IIIb-
precautions h-3
29. executes the different Enjoy Life with P.E and
PE5RD-IIIc-
skills involved in the dance Health II. Darilag, Agripino G.
h-4
et.al. 2012. pp. 128-161.*
PE5PF-IIIb-
h-19
activities
respect for others during PE5PF-IIIb-
participation in physical h-20
activities
32. explains health and skill PE5PF-IIIa-
related fitness components 21
improvement
PE5PF-IIIb-
h-22

CONTENT PERFORMANCE
STANDARDS STANDARDS
Assessment of physical The learner . . . The learner . . . 34. describes the Philippines
PE5PF-IVa-16
activities and physical physical activity pyramid
fitness demonstrates participates and assesses 35. explains the indicators for
PE5PF-IVa-17
understanding of performance in physical fitness
Folk (Cariñosa/ Polka participation and activities. 36. assesses regularly participation
saNayon), indigenous, assessment of in physical activities based on PE5PF-IVb-h-
ethnic, traditional and physical activity and assesses physical fitness the Philippines physical activity 18
creative dances physical fitness pyramid
37. explains the 1. EdukasyongPangkatawan,
Note: Dances available in nature/background of the Kalusugan at Musika III.
the area can be selected. dance Adriano, Celia T. 1999. p.
31.*
PE5RD-IVb-1 2. Enjoy Life with P.E and
Health II. Darilag,
Agripino G. et.al. 2012.
pp. 127. 134. 143. 152.
153.*
38. describes the skills involved in Enjoy Life with P.E and
the dance PE5RD-IVb-2 Health II. Darilag, Agripino G.
et.al. 2012. pp. 128-161.*
39. observes safety precautions PE5RD-IVb-
h-3
40. executes the different skills Enjoy Life with P.E and
PE5RD-IVc-h-
involved in the dance Health II. Darilag, Agripino G.
4
et.al. 2012. pp. 128-169.*
PE5PF-IVb-h-
19
activities
42. displays joy of effort, respect
PE5PF-IVb-h-
for others during participation
20
43. explains health and skill related
PE5PF-IVa-21
fitness components
44. identifies areas for PE5PF-IVb-h-
improvement 22

GRADE 6
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the Philippines
PE6PF-Ia-16
activities and demonstrates participates and physical activity pyramid
physical fitness understanding of assesses performance 2. explains the indicators
PE6PF-Ia-17
participation and in physical activities. for fitness
assessment of physical 3. assesses regularly
Target games activity and physical assesses physical participation in physical
(Tumbang preso, fitness fitness activities based on the PE6PF-Ib-h-18
tamaang- Philippines physical
tao/batuhang activity pyramid
bola, tatsing), 4. explains the EASE P.E Module 2 pp.6-7,12-13
striking/fielding nature/background of PE6GS-Ib-1
games the games
(syato/,basagang 5. describes the skills EASE P.E Module 2 pp.6-7,12-13
palayok, kickball) involved in the games PE6GS-Ib-2
6. observes safety
PE6GS-Ib-h-3
precautions
Note: Games are
not limited to the
skills involved in the PE6GS-Ic-h-4
above listed
game
activities
participation in physical PE6PF-Ib-h-19
activities
respect for others and
fair play during PE6PF-Ib-h-20
activities
related fitness PE6PF-Ia-21
components
improvement PE6PF-Ib-h-22

PERFORMANCE
STANDARDS
Assessment of The learner . . . The learner . . . 12. describes the
physical Philippines physical PE6PF-IIa-16
activities and demonstrates participates and activity pyramid
PE6PF-IIa-17
participation in and in physical activities. for fitness
assessment of physical 14. assesses regularly
Invasion games activities and physical assesses physical participation in physical
(agawan base, fitness fitness activities based on the PE6PF-IIb-h-18
lawin at sisiw, Philippines physical
agawan panyo) activity pyramid
15. explains the
Note: Games are nature/background of PE6GS-IIb-1
not limited to the the games
above listed 16. describes the skills
activities PE6GS-IIb-2
17. observes safety
PE6GS-IIb-h-3
precautions
skills involved in the PE6GS-IIc-h-4
game
participation in physical PE6PF-IIb-h-19
activities
respect for others and
fair play during PE6PF-IIb-h-20
activities
related fitness PE6PF-IIa-21
components
improvement
PE6PF-IIb-h-22

PERFORMANCE
STANDARDS
physical Philippines physical PE6PF-IIIa-16
PE6PF-IIIa-17
Folk (Itik-itik for assessment of physical 25. assesses regularly
girls and activity and physical assesses physical participation in physical
Maglalatik for fitness fitness activities based on the PE6PF-IIIb-h-18
boys), Philippines physical
indigenous, activity pyramid
ethnic, 26. explains the
traditional and nature/background of PE6RD-IIIb-1
creative dances the dance
Note: Dances PE6RD-IIIb-2
involved in the dance
available in the 28. observes safety
area can be PE6RD-IIIb-h-3
precautions
selected. 29. executes the different
skills involved in the PE6RD-IIIc-h-4
dance
participation in physical PE6PF-IIIb-h-19
activities
respect for others
PE6PF-IIIb-h-20
during participation in
physical activities
related fitness PE6PF-IIIa-21
components
improvement
PE6PF-IIIb-h-22

PERFORMANCE
STANDARDS
physical Philippines physical PE6PF-IVa-16
PE6PF-IVa-17
Folk (Itik-itik for assessment of physical 36. assesses regularly
girls and activity and physical assesses physical participation in physical
Maglalatik for fitness fitness activities based on the PE6PF-IVb-h-18
boys), Philippines physical
indigenous, activity pyramid
ethnic, 37. explains the
traditional and nature/background of PE6RD-IVb-1
creative dances the dance
Note: Dances PE6RD-IVb-2
involved in the dance
available in the 39. observes safety
area can be PE6RD-IVb-h-3
precautions
selected. 40. executes the different
skills involved in the PE6RD-IVc-h-4
dance
participation in physical PE6PF-IVb-h-19
activities
respect for others
PE6PF-IVb-h-20
during participation in
physical activities
related fitness PE6PF-IVa-21
components
PE6PF-IVb-h-22
improvement

GRADE 7
CONTENT PERFORMANCE
STANDARDS STANDARDS
Exercise Programs: The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE7PF-Ia-h-
Training Guidelines, FITT demonstrates designs an and physical fitness
23
Principles understanding of individualized assessments
guidelines and exercise program 2. sets goals based on PE7PF-Ia- OHSP PE 1 Q1 – module 1
Endurance, Muscle- and Bone- principles in to achieve assessment results 24
strengthening Activities: exercise program personal fitness 3. identifies training OHSP PE 1 Q1 – module 1
PE7PF-Ib-
a. individual sports design to achieve guidelines and FITT
25
1. running personal fitness principles
2. rhythmic sportive 4. recognizes barriers(low OHSP PE 1 Q1 – module 1
gymnastics PE7PF-Ib-
level of fitness, lack of
3. swimming 26
skill and time) to exercise
b. dual sports PE7PF-Ic- OHSP PE 1 Q1 – module 1
1. badminton 5. prepares an exercise
27
2. table tennis program
3. tennis 1. OHSP PE 1 Q2 module1
c. combative sports 2. OHSP PE 1 Q2 module2
1. arnis(anyo) 3. OHSP PE 1 Q2 module3
2. taekwondo(poomsae) 4. OHSP PE 1 Q3 module 1
3. karate(kata) 5. Enjoy Life with P.E and Health II.
Darilag, Agripino G. et.al 2012. P.
Note: Activities dependent on 6. describes the nature and 69.*
teacher capability and school PE7GS-Id-5
background of the sport 6. EdukasyongPangkatawan,Kalusugan
resources. at Musika III. Adriano, Celia T.
et.al. 1999. Pp. 73-74.90.*
Kalusugan at Musika I. Abejo, Mary
Placid. Et.al. DepEd. 1994. Pp. 164.
173. 181-182.268
1. OHSP PE 1 Q2 module1
7. executes the skills
PE7GS-Id- 2. OHSP PE 1 Q2 module2
involved in the sport
h-4 3. OHSP PE 1 Q2 module3
4. OHSP PE 1 Q3 module 1

CONTENT PERFORMANCE
STANDARDS STANDARDS
5. Enjoy Life with P.E and Health II.
Exercise Programs: The learner . . . The learner . . . Darilag, Agripino G. et.al. 2012. pp.
72-73.*
Training Guidelines, FITT demonstrates designs an 6. EdukasyongPangkatawan,
Principles understanding of individualized Kalusugan at Musika I. Abejo, Mary
guidelines and exercise program Placid. et.al. DepEd. 1994. Pp. 166-
Endurance, Muscle- and Bone- principles in to achieve 170. 175-178. 183-185. 269-285.
strengthening Activities: exercise program personal fitness OHSP PE 1 Q1 – module 1
8. monitors periodically
a. individual sports design to achieve PE7PF-Id-h-
one’s progress towards
1. running personal fitness 28
the fitness goals
2. rhythmic sportive
gymnastics 9. distinguishes from OHSP PE 1 Q1 – module 1
3. swimming fallacies and
b. dual sports misconceptions about the PE7PF-Id-
1. badminton physical activity 29
2. table tennis participation
3. tennis
c. combative sports 10. performs appropriate OHSP PE 1 Q1 – module 1
1. arnis(anyo) first aid for sports-related
2. taekwondo(poomsae) injuries (e.g. PE7PF-Id-
3. karate(kata) cramps,sprain, heat 30
exhaustion)
Note: Activities dependent on
teacher capability and school 11. assumes responsibility OHSP PE 1 Q1 – module 1
PE7PF-Id-h-
resources. for achieving personal
31
fitness
12. keeps the importance of OHSP PE 1 Q1 – module 1
PE7PF-Id-h-
winning and losing in
32
perspective
 SECOND QUARTER/ SECOND PERIOD
Exercise Programs: The learner . . . The learner . . . 13. undertakes physical OHSP PE 1 Q1 – module 1
PE7PF-IIa-
activity and physical
h-23
Training Guidelines, FITT demonstrates modifies the fitness assessments
Principles understanding of individualized 14. reviews goals based on OHSP PE 1 Q1 – module 1
PE7PF-IIa-
guidelines and exercise program assessment results
24
Endurance, Muscle- and Bone- principles in to achieve

CONTENT PERFORMANCE
STANDARDS STANDARDS
strengthening Activities: exercise program personal fitness 15. addresses barriers (low OHSP PE 1 Q1 – module 1
PE7PF-IIb-
a. individual sports design to achieve level of fitness, lack of
33
1. running personal fitness skill and time) to exercise
2. rhythmic sportive
gymnastics 1. OHSP PE 1 Q2 module1
3. swimming 2. OHSP PE 1 Q2 module2
b. dual sports 4. OHSP PE 1 Q3 module1
1. badminton 5. Enjoy Life with P.E and Health II.
2. table tennis Darilag, Agripino G. et.al. 2012. P.
3. tennis 16. describes the nature and PE7GS-IId- 69.*
background of the sport 5 6. Edukasyong Pangkatawan,
c. combative sports Kalusugan at Musika III. Adriano,
1. arnis(anyo) Celia T. et.al. 1999. Pp. 73-74. 90.*
2. taekwondo(poomsae) 7. Edukasyong Pangkatawan,
3. karate(kata) Kalusugan at Musika I. Abejo, Mary
Note: Activities dependent on Placid. et.al.DepEd. 1994. Pp. 164.
teacher capability and school 173. 181-182. 268
resources.
17. executes the skills PE7GS-IId- 5. Enjoy Life with P.E and Health II.
involved in the sport h-4 Darilag, Agripino G. et.al. 2012. pp.
72-73.*
6. Edukasyong Pangkatwan,
Kalusugan at Musika I. Abejo, Mary
Placid. et.al. DepEd. 1994. Pp. 166-
170. 175-178. 183-185. 269-285
18. monitors periodically OHSP PE 1 Q1 – module 1
PE7PF-IId-
h-28
the fitness goals
19. performs appropriate OHSP PE 1 Q1 – module 1
PE7PF-IId-
first aid for sports-related
30
injuries
(e.g.cramps,sprain, heat

CONTENT PERFORMANCE
STANDARDS STANDARDS
exhaustion)
20. assumes responsibility for PE7PF-IId- OHSP PE 1 Q1 – module 1
achieving personal fitness h-31
PE7PF-IId-
h-32
perspective
PE7PF-IIIa-
h-23
Training Guidelines, FITT demonstrates demonstrates fitness assessments
Principles understanding of understanding of 23. reviews goals based on PE7PF-IIIa- OHSP PE 1 Q1 – module 1
guidelines and guidelines and assessment results 34
Endurance, Muscle- and Bone- principles in principles in 24. addresses barriers (low OHSP PE 1 Q1 – module 1
strengthening Activities: exercise program exercise program PE7PF-IIIb-
design to achieve design to achieve 33
Folk (Tinikling)/ personal fitness personal fitness 25. describes the nature and PE7RD- OHSP PE 1 Q 4 – module 1
indigenous, ethnic, traditional/ background of the dance IIId-1
festival dance 26. executes the skills PE7RD- OHSP PE 1 Q 4 – module 1
involved in the dance IIId-h-4
27. monitors periodically OHSP PE 1 Q1 – module 1
Note: Dances available in PE7PF-IIId-
h-28
the area can be selected. the fitness goals
first aid for dance-related
PE7PF-IIId-
injuries (e.g.
30
cramps,sprain, heat
exhaustion)
29. assumes responsibility for PE7PF-IIId- OHSP PE 1 Q1 – module 1
winning and losing in PE7PF-IIId-
perspective h-32

CONTENT PERFORMANCE
STANDARDS STANDARDS
PE7PF-IVa-
h-23
Training Guidelines, FITT demonstrates modifies the fitness assessments
Principles understanding of individualized 32. reviews goals based on PE7PF-IVa- OHSP PE 1 Q1 – module 1
guidelines and exercise program assessment results 34
Endurance, Muscle- and Bone- principles in to achieve 33. addresses barriers (low OHSP PE 1 Q1 – module 1
strengthening Activities: exercise program personal fitness PE7PF-IVb-
design to achieve 33
Folk (Tinikling)/ personal fitness 34. describes the nature and PE7RD-IVc- OHSP PE 1 Q 4 – module 1
indigenous, ethnic, traditional/ background of the dance 1
festival dance 35. executes the skills PE7RD-IVd- OHSP PE 1 Q 4 – module 1
involved in the dance h-4
Note: Dances available in 36. monitors periodically OHSP PE 1 Q1 – module 1
PE7PF-IVd-
the area can be selected. one’s progress towards
h-28
the fitness goals
first aid for dance-related
PE7PF-IVd-
injuries (e.g.
30
cramps,sprain, heat
exhaustion)
38. analyzes the effect of OHSP PE 1 Q1 – module 1
exercise and physical PE7PF-IVh-
activity participation on 35
fitness
39. assumes responsibility for PE7PF-IVd- OHSP PE 1 Q1 – module 1
OHSP PE 1 Q1 – module 1
40. keeps the importance of

PE7PF-IVd-
h-32
perspective

GRADE 8
CONTENT PERFORMANCE
STANDARDS STANDARDS
FIRST QUARTER/ FIRST GRADING
Exercise Programs: The learner . . . The learner . . . The learner. . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE8PF-Ia-h-23
Training Guidelines, demonstrates designs a physical and physical fitness
FITT Principles understanding of activity program for assessments
guidelines and the family/school 2. conducts physical activity and OHSP PE 1 Q1 – module 1
Endurance, Muscle- and principles in peers to achieve physical fitness assessments PE8PF-Ib -36
Bone-strengthening exercise program fitness of family/school peers
Activities: design to achieve OHSP PE 1 Q1 – module 1
3. sets goals based on
team sports (basketball, fitness PE8PF-Ia-24
assessment results
volleyball,
football/futsal, goalball, 4. identifies training guidelines OHSP PE 1 Q1 – module 1 p.13
PE8PF-Ib-25
softball, baseball) and FITT principles
5. recognizes barriers (low level OHSP PE 1 Q1 – module 1
of fitness, lack of skill and PE8PF-Ib-26
Note: Activities time) to exercise
dependent on teacher 6. prepares a physical activity OHSP PE 1 Q1 – module 1
capability and school PE8PF-Ic-27
program
resources. 1. EASE PE - module 5 p.4.
2. Enjoy Life with P.E and Health
II. Darilag, Agripano G. et.al.
7. describes the nature and 2012. pp. 87-97. 110-118.*
PE8GS-Id-1
background of the sport 3. Edukasyong Pangkatawan,
Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
1. EASE PE - module 5 pp.9-13
2. Life with P.E and Health II.
Darilag, Agripino G. et.al. 2012.
8. executes the skills involved in pp. 88-94.*
PE8GS-Id-h-4
the sport

CONTENT PERFORMANCE
STANDARDS STANDARDS
1. OHSP PE 1 Q1 – module 1
Exercise Programs: The learner . . . 2. Enjoy Life with P.E and Health
II. Darilag, Agripino G. et.al.
Training Guidelines, designs a physical 9. monitors periodically progress PE8PF-Id-h-28 2012. pp. 162-166.*
FITT Principles activity program for towards the fitness goals 3. Edukasyong Pangkatawan,
the family/school Kalusugan at Musika III.
Endurance, Muscle- and peers to achieve Adriano, Celia T. et.al. 1999.
Bone-strengthening fitness pp. 9-10.*
Activities: 10. distinguishes facts from OHSP PE 1 Q1 – module 1
team sports (basketball, fallacies and misconceptions
PE8PF-Id-29
volleyball, about physical activity
football/futsal, goalball, participation
softball, baseball) 1. OHSP PE 1 Q1 – module 1
11. performs appropriate first aid III. Darilag, Agripino G. et.al.
Note: Activities for injuries and emergency 2012. pp. 212-232.*
PE8PF-Id-30
dependent on teacher situations in physical activity 3. EdukasyongPangkatawan,
capability and school and sport settings Kalusugan at Musika I. DepEd.
resources. Abejo, Mary Placid. et.al. 1994.
P. 52
12. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-Id-h-31
achieving fitness
13. displays tolerance and

acceptance of individuals
PE8PF-Id-h-37
with varying skills and
abilities

CONTENT PERFORMANCE
STANDARDS STANDARDS
 SECOND QUARTER/ SECOND PERIOD
Exercise Programs: The learner . . . The learner . . . 14. undertakes physical activity OHSP PE 1 Q1 – module 1
and physical fitness PE8PF-Iia-h-23
Training Guidelines, demonstrates 45odifies physical assessments
FITT Principles understanding of activity program for 15. conducts physical activity and OHSP PE 1 Q1 – module 1
guidelines and the family/school physical fitness assessments PE8PF-Iia-36
Endurance, Muscle- and principles in peers to achieve of family/school peers
Bone-strengthening exercise program fitness 16. sets goals based on OHSP PE 1 Q1 – module 1
Activities: design to achieve PE8PF-Iib-24
assessment results
team sports (basketball, fitness 17. recognizes barriers (low level OHSP PE 1 Q1 – module 1
volleyball, of fitness, lack of skill and PE8PF-Iid-h-26
football/futsal, goalball, time) to exercise
softball, baseball) 18. prepares a physical activity OHSP PE 1 Q1 – module 1
PE8PF-Iic-27
program
1. EASE PE - module 5 p.4.
Note: Activities 19. describes the nature and 2. Enjoy Life with P.E and Health
dependent on teacher PE8GS-Iic-1
background of the sport II. Darilag, Agripino G. et.al.
capability and school 2012. Pp. 87-97. 110-118.*
resources. 20. executes the skills involved in EASE PE - module 5 pp.9-13
PE8GS-IId-h-4
the sport
21. monitors periodically progress 2012. pp. 162-166.*
PE8PF-IId-h-28
towards the fitness goals 3. EdukasyongPangkatawan,
pp. 9-10.*
22. distinguishes facts from OHSP PE 1 Q1 – module 1
fallacies and misconceptions
PE8PF-IId-29
about physical activity
participation
23. performs appropriate first aid
for injuries and emergency
PE8PF-IId-30 II. Darilag, Agripino G. et.al.
situations in physical activity
2012. pp. 212-232.*
and sport settings
3. Edukasyong Pangkatawan,
CONTENT PERFORMANCE
STANDARDS STANDARDS
Kalusugan at Musika I. DepEd.
Abejo, Mary Placid. 1994. p. 52
24. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-IId-h-31
achieving fitness
25. displays tolerance and OHSP PE 1 Q1 – module 1
acceptance of individuals
PE8PF-IId-h-37
abilities
 THIRD QUARTER/ THIRD PERIOD
Exercise Programs: The learner . . . The learner . . . 26. undertakes physical activity OHSP PE 1 Q1 – module 1
and physical fitness PE8PF-IIIa-h-23
Training Guidelines, demonstrates Modifies a physical assessments
FITT Principles understanding of activity program for 27. reviews goals based on OHSP PE 1 Q1 – module 1
PE8PF-IIIa-34
guidelines and the family/school assessment results
Endurance, Muscle- and principles in peers to achieve 28. addresses barriers (low level OHSP PE 1 Q1 – module 1
Bone-strengthening exercise program fitness of fitness, lack of skill and PE8PF-IIIb-33
Activities: design to achieve time) to exercise
fitness 1. EASE PE - module 5
team sports (basketball, II. Darilag, Agripino G. et.al.
volleyball, 29. describes the nature and 2012. pp. 87-97. 110-118.*
football/futsal, goalball, PE8GS-IIIc-1
background of the sport 3. EdukasyongPangkatawan,
softball, baseball) Kalusugan at Musika III.
pp. 102-114. 123-124.*
Note: Activities 30. executes the skills involved in EASE PE - module 5
dependent on teacher PE8GS-IIId-h-4
the sport
capability and school 1. OHSP PE 1 Q1 – module 1
resources. 2. Enjoy life with P.E and Health
31. monitors periodically one’s
2012. pp. 162-166.*
progress towards the fitness PE8PF-IIId-h-28
3. Edukasyong Pangkatawan,
goals
kalusugan at Musika III.
pp. 9-10.*
32. performs appropriate first aid 1. OHSP PE 1 Q1 – module 1
PE8PF-IIId-30
for sport-related injuries 2. Enjoy Life with P.E and Health
CONTENT PERFORMANCE
STANDARDS STANDARDS
The learner . . . (cramps,sprain, heat II. Darilag, Agripino G. et.al.
Exercise Programs: The learner . . . exhaustion) 2012. pp. 212-232.*
Modifies a physical 3. EdukasyongPangkatawan,
Training Guidelines, demonstrates activity program for Kalusugan at Musika I. DepEd.
FITT Principles understanding of the family/school Abejo, Mary Placid. et.al. 1994.
guidelines and peers to achieve p. 52
Endurance, Muscle- and principles in fitness 33. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-IIId-h-31
Bone-strengthening exercise program achieving fitness
Activities: design to achieve OHSP PE 1 Q1 – module 1
fitness
team sports (basketball,

volleyball,
football/futsal, goalball, 34. displays tolerance and
softball, baseball) acceptance of individuals
PE8PF-IIId-h-37
abilities
Note: Activities
dependent on teacher
capability and school
resources.
 FOURTH QUARTER/ FOURTH PERIOD

Exercise Programs: The learner . . . The learner . . . 35. undertakes physical activity PE8PF-IVa-h-23 OHSP PE 1 Q1 – module 1
and physical fitness
Training Guidelines, demonstrates modifiesna physical assessments
FITT Principles understanding of activity program for 36. reviews goals based on OHSP PE 1 Q1 – module 1
PE8PF-IVa-34
guidelines and the family/school assessment results
Endurance, Muscle- and principles in peers to achieve 37. addresses barriers (low level OHSP PE 1 Q1 – module 1
Bone-strengthening exercise program fitness of fitness, lack of skill and PE8PF-IVb-33
Activities: design to achieve time) to exercise
fitness 1. OHSP PE 1 Q4
Folk Dances with Asian 2. Enjoy Life with P.E and Health
Influences (Pangalay, 38. describes the nature and II. Darilag, Agripino G. et.al.
Sakuting, Sua-ku-sua, PE8RD-IVc-1 2012. pp. 143-151.*
background of the dance
Binislakan)

CONTENT PERFORMANCE
STANDARDS STANDARDS
Note: Dances 39. executes the skills involved in OHSP PE 1 Q4
PE8RD-IVd-h-4
available in the The learner . . . The learner . . . the dance
40. monitors periodically one’s OHSP PE 1 Q1 – module 1
area can be
demonstrates Modifies a physical progress towards the fitness PE8PF-IVd-h-28
selected. understanding of goals
activity program for
guidelines and the family/school 41. performs appropriate first aid OHSP PE 1 Q1 – module 1
principles in peers to achieve for injuries and emergency
exercise program fitness situations in dance (cramps, PE8PF-IVd-30
design to achieve sprain, heat exhaustion,
fitness dehydration)
42. analyzes the effect of OHSP PE 1 Q1 – module 1
exercise and physical activity PE8PF-IVh-35
participation on fitness
43. assumes responsibility for PE8PF-IVd-h-31 OHSP PE 1 Q1 – module 1
achieving fitness
44. exerts best effort to achieve
PE8PF-IVd-h-38
positive feeling about self and
others

GRADE 9
CONTENT PERFORMANCE
STANDARDS STANDARDS
Lifestyle and Weight The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
Management (physical 1. undertakes physical activity
activity and eating habits) demonstrates maintains an active and physical fitness PE9PF-Ia-h-23
understanding of lifestyle to influence assessments
lifestyle and weight the physical activity 2. assesses eating habits based OHSP PE 1 Q1 – module 1
management to participation of the on the Philippine Food PE9PF-Ia-39
promote community Pyramid/My Food Plate
Sports Officiating community fitness 3. determines risk OHSP PE 1 Q1 – module 1
practices healthy factors(obesity, physical
eating habits that inactivity, poor nutrition,
support an active smoking) for major non
PE9PF-Ia-40
lifestyle communicable diseases
lifestyle-related (e.g.
diabetes, heart disease,
stroke, cancer)
2. OHSP PE 1 Q2 - modules 1
3. OHSP PE 1 Q2 - modules 2
4. officiates pratice and 4. OHSP PE 1 Q2 - modules 3
PE9GS-Ib-h-5
competitive games 5. EdukasyongPangkatawan,
Pp. 101-124.*
5. distinguishes facts from myths OHSP PE 1 Q1 – module 1
PE9PF-Ia-29
and misinformation
associated with eating habits
6. monitors periodicallyone’s
progress towards the fitness PE9PF-Ib-h-28
2012. Pp. 162-166.*
goals

CONTENT PERFORMANCE
STANDARDS STANDARDS
Pp. 9-10.*
Lifestyle and Weight The learner . . . The learner . . .
7. performs appropriate first aid 2. Enjoy Life with P.E and Health.
Management (physical
for injuries and emergency Darilag, Agripino G. et.al.
activity and eating habits) demonstrates maintains an active
situations in physical activity PE9PF-Ib-30 2012. Pp. 212-232.*
understanding of lifestyle to influence
and sports settings (e.g. 3. EdukasyongPangkatawan,
lifestyle and weight the physical activity cramps,sprain, heat Kalusugan at Musika I. Abejo,
management to participation of the
exhaustion) Mary Placid. et.al. DepEd.
promote community
1994. P. 52
Sports Officiating community fitness
8. involves oneself in community OHSP PE 1 Q1 – module 1
practices healthy
service through sports
eating habits that PE9PF-Ie-h-41
officiating and physical activity
support an active
programs
lifestyle
9. recognizes the needs of others in PE9PF-Ie-h-42 OHSP PE 1 Q1 – module 1
real life and in meaningful ways
Social (community The learner . . . The learner . . . 10. undertakes physical activity OHSP PE 1 Q1 – module 1
PE9PF-IIa-h-23
dance, mixers, festival) and physical fitness
and Ballroom dances demonstrates maintains an active assessments
(Cha-cha, rock and roll) understanding of lifestyle to influence 11. assesses eating habits based OHSP PE 1 Q1 – module 1
PE9PF-IIa-39
lifestyle and weight the physical activity on the Philippine Food
management to participation of the Pyramid/MyFoodPlate
promote community 12. determines risk factors OHSP PE 1 Q1 – module 1
community fitness related to lifestyle diseases
PE9PF-IIa-40
practices healthy (obesity, diabetes, heart
eating habits that disease)
support an active 13. distinguishes facts from OHSP PE 1 Q1 – module 1
lifestyle myths and misinformation PE9PF-IIb-29
14. describes the nature and Kalusugan at Musika IV.
PE9RD-IIb-1
background of the dance Buenviaje, Paz. et.al. DepEd.
1992. Pp. 49. 52. 54. 56. 63.
64. 68. 71. 73.

CONTENT PERFORMANCE
STANDARDS STANDARDS
3. Edukasongpangkatawan,
Social (community The learner . . . The learner . . . Kalusugan at Musika IV.
dance, mixers, festival) Sacdalan, Guinevere. et.al.
and Ballroom dances demonstrates maintains an active 1999. pp. 37. 42. 44. 49. 51.
(Cha-cha, rock and roll) understanding of lifestyle to influence 55.*
lifestyle and weight the physical activity OHSP PE 1 Q4 – module 1
management to participation of the 15. executes the skills involved in
promote community PE9RD-IIb-h-4
the dance
community fitness
practices healthy
16. monitors periodically one’s OHSP PE 1 Q1 – module 1
eating habits that
progress towards the fitness PE9PF-IIb-h-28
support an active
goals
lifestyle
17. performs appropriate first aid OHSP PE 1 Q1 – module 1
situations in physical activity
PE9PF-IIb-h-30
and dance settings
(cramps,sprain, heat
exhaustion)
18. involves oneself in community OHSP PE 1 Q1 – module 1
service through dance activities PE9PF-IIg-h-41
in the community
19. recognizes the needs of others OHSP PE 1 Q1 – module 1
in real life and in meaningful PE9PF-IIa-h-42
ways
Social (community The learner . . . The learner . . . 20. undertakes physical activity OHSP PE 1 Q1 – module 1
PE9PF-IIIa-h-
dance, mixers, festival) and physical fitness
23
and Ballroom dances demonstrates maintains an active assessments
(Cha-cha, rock and roll) understanding of lifestyle to influence 21. assesses eating habits based OHSP PE 1 Q1 – module 1
lifestyle and weight the physical activity on the Philippine Food PE9PF-IIIa-39
management to participation of the Pyramid/MyFoodPlate
promote community 22. determines risk factors OHSP PE 1 Q1 – module 1
community fitness related to lifestyle diseases
practices healthy PE9PF-IIIa-40
(obesity, diabetes, heart
eating habits that disease)

CONTENT PERFORMANCE
STANDARDS STANDARDS
support an active 23. distinguishes facts from OHSP PE 1 Q1 – module 1
lifestyle myths and misinformation PE9PF-IIIb-29
Social (community The learner . . . The learner . . . 1. OHSP PE 1 Q4 – module 1
dance, mixers, festival) 2. EdukasyongPangkatawan,
and Ballroom dances demonstrates maintains an active Kalusugan at Musika IV.
(Cha-cha, rock and roll) understanding of lifestyle to influence Buenviaje, Paz. et.al. DepEd.
lifestyle and weight the physical activity 1992. Pp. 49. 52. 54. 56.. 63.
24. describes the nature and
management to participation of the PE9RD-IIIb-1 64. 68. 71. 73.
background of the dance
promote community 3. EdukasyongPangkatawan,
community fitness Kalusugan at Musika IV.
practices healthy Sacdalan, Guinevere I. et.al.
eating habits that 1999. Pp. 37. 42. 44. 49. 51.
support an active 55.*
lifestyle OHSP PE 1 Q4 – module 1
25. executes the skills involved in
PE9RD-IIIb-h-4
the dance
26. monitors periodically one’s
PE9PF-IIIb-h-
progress towards the fitness
28
goals
27. performs appropriate first aid OHSP PE 1 Q1 – module 1

situations in physical activity PE9PF-IIIb-h-
and dance settings 30
(cramps,sprain, heat
exhaustion)
28. involves oneself in community

PE9PF-IIIg-h-
service through dance activities
41
in the community

CONTENT PERFORMANCE
STANDARDS STANDARDS
29. recognizes the needs of others
PE9PF-IIIa-h-
in real life and in meaningful
42
ways

Active Recreation The learner . . . The learner . . . 1. EASE PE - module 2
a. Indoor 2. EASE PE - module 5
30. discusses the nature and
1.individual and demonstrates maintains an active 3. OHSP PE 1 Q1 – module 1
background of indoor and PE9GS-IVa-6
dual sports understanding of lifestyle to influence 4. OHSP PE 1 Q2 – module 1
outdoor recreational activities
2. team sports lifestyle and weight the physical activity 5. OHSP PE 1 Q2 – module 2
3. dances management to participation of the 6. OHSP PE 1 Q2 – module 3
promote community 1. EASE PE - module 2
b. Out door community fitness 2. EASE PE - module 5
1. Hiking practices healthy 3. OHSP PE 1 Q1 – module 1
2. Camping eating habits that 31. participates in active 4. OHSP PE 1 Q2 – module 1
PE9GS-IVb-h-7
3. Orienteering support an active recreation 5. OHSP PE 1 Q2 – module 2
4. Biking lifestyle 6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 - module 1
Note: Activities not 32. advocates community efforts OHSP PE 1 Q1 – module 1
limited to the above list to increase participation in
PE9PF-IVb-h-43
physical activities and
improve nutrition practices
33. practices environmental ethics OHSP PE 1 Q1 – module 1
(e.g Leave No Trace) during
PE9PF-IVb-h-44
participation in recreational
activities of the community

GRADE 10
CONTENT PERFORMANCE
STANDARDS STANDARDS
Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module 1
Management (physical 2. Edukasyong Pangkatawan,
activity and eating habits) demonstrates maintains an active Kalusugan at Musika III. Adriano,
understanding of lifestyle to influence Celia T. et.al. 1999. pp. 19-25.*
The learner . . .
lifestyle and the physical activity 3. Edukasyong Pangkatawan,
1. assesses physical activity,
Active Recreation weight participation of the PE10PF-Ia-h- Kalusugan at Musika I. DepEd.
exercise and eating habits
(sports) management to community and 39 Abejo, Mary Placid. et.al. 1994. pp.
promote societal society 76-80
Suggested activities fitness 4. Enjoy life with P.E and Health II.
practices healthy Darilag, Agripino G. et.al. 2012. pp.
1. individual and dual eating habits that 40-45.*
sports support an active 2. determines risk factors OHSP PE 1 Q1 – module 1
2. team sports lifestyle related to lifestyle diseases
PE10PF-Ia-40
3. fitness activities (obesity, diabetes, heart
(strength training, disease)
running and walking 1. OHSP PE 1 Q1 – module 1
3. engages in moderate to
for fitness, yoga, 2. OHSP PE 1 Q2 – module 1
group exercises) vigorous physical activities PE10PF-Ib-h-
for at least 60 minutes a day 45
in and out of school
1. EASE PE - module 2
2. EASE PE - module 5
4. applies correct techniques to PE10PF-Ib-h-
minimize risk of injuries 56
5. analyzes the effects of media OHSP PE 1 Q1 – module 1
and technology on fitness PE10PF-Ib-46
and physical activity
6. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-Ib-47
on fitness and physical

CONTENT PERFORMANCE
STANDARDS STANDARDS
activity issues
7. expresses a sense of purpose OHSP PE 1 Q1 – module 1
and belongingness by
PE10PF-Ib-h-
participating in physical
48
activity-related community
services and programs
Lifestyle and Weight The The learner 8. assesses physical activities, PE10PF-IIa-h- OHSP PE 1 Q1 – module 1
Management (physical learner ... ... exercises and eating habits 39
activity and eating habits) 9. determines risk factors OHSP PE 1 Q1 – module 1
demonstrates maintains an active related to lifestyle diseases PE10PF-IIa-
Active Recreation understanding of lifestyle to influence (obesity, diabetes, heart 40
(sports) lifestyle and the physical activity disease)
weight participation of the 1. EASE PE - module 2
Suggested activities management to community and 2. EASE PE - module 5
10. engages in moderate to
promote societal society 3. OHSP PE 1 Q1 – module 1
vigorous physical activities for PE10PF-IIc-h-
1. individual and dual fitness 4. OHSP PE 1 Q2 – module 1
at least 60 minutes a day in 45
sports practices healthy 5. OHSP PE 1 Q2 – module 2
and out of school
2. teams sports eating habits that 6. OHSP PE 1 Q2 – module 3
3. fitness activities support an active 7. OHSP PE 1 Q3 – module 1
(strength training, lifestyle 1. EASE PE - module 2
running and walking for 2. EASE PE - module 5
fitness, yoga, group 3. OHSP PE 1 Q1 – module 1
exercises) 11. applies correct techniques to PE10PF-IIc-h-
minimize risk of injuries 56
12. analyzes the effects of OHSP PE 1 Q1 – module 1
PE10PF-IIb-
media and technology on
46
fitness and physical activity
validates) media information PE10PF-IIb-
on fitness and physical 47
activity issues
14. expresses a sense of purpose OHSP PE 1 Q1 – module 1
PE10PF-IIc-h-
and belongingness by
48
CONTENT PERFORMANCE
STANDARDS STANDARDS
Other Dance Forms The The learner 15. assesses physical activities, PE10PF-IIIa- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... ... exercises and eating habits h-39
Cheer dance, Contemporary 16. determines risk factors OHSP PE 1 Q1 – module 1
dance) demonstrates maintains an active related to lifestyle diseases PE10PF-IIIa-
understanding of lifestyle to influence (obesity, diabetes, heart 40
lifestyle and the physical activity disease)
weight participation of the 17. engages in moderate to OHSP PE 1 Q4 – module 1
management to community and vigorous physical activities PE10PF-IIIc-
promote societal society for at least 60 minutes a day h-45
fitness in and out of school
practices healthy 18. applies correct techniques to PE10PF-IIIc- OHSP PE 1 Q4 – module 1
eating habits that minimize risk of injuries h-56
support an active 19. analyzes the effects of media OHSP PE 1 Q1 – module 1
lifestyle PE10PF-IIIb-
and technology on fitness
46
and physical activity
validates) media information PE10PF-IIIb-
on fitness and physical 47
activity issues
21. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and belongingness
PE10PF-IIIc-
by participating in physical
h-48
22. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIc-
others in real life and in
h-49
meaningful ways
Other Dance Forms The The learner ... 23. assesses physical activities, PE10PF-IVa- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... exercises and eating habits h-39
Cheer dance, Contemporary maintains an active 24. determines risk factors OHSP PE 1 Q1 – module 1
dance) demonstrates lifestyle to influence related to lifestyle diseases PE10PF-IVa-
understanding of the physical activity (obesity, diabetes, heart 40
lifestyle and participation of the disease)
CONTENT PERFORMANCE
STANDARDS STANDARDS
weight community and 25. engages in moderate to OHSP PE 1 Q4 – module 1
management to society vigorous physical activities PE10PF-IVc-h-
promote societal for at least 60 minutes a 45
Other Dance Forms fitness practices healthy day in and out of school
(Hip-hop, Street dance, eating habits that 26. applies correct techniques PE10PF-IVc-h- OHSP PE 1 Q4 – module 1
Cheer dance, Contemporary support an active to minimize risk of injuries 56
dance) lifestyle 27. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology on PE10PF-IVb-
fitness and physical 46
activity
validates) media PE10PF-IVb-
information on fitness and 47
physical activity issues
29. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and
PE10PF-IVc-h-
belongingness by
48
activity-related
30. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIc-
others in real life and in
h-49
meaningful ways

GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program

Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive
Anxiety
sweating, biting of nails and fidgeting
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities.
Apparently healthy Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
individual major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major
CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk
factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until
(BLS) rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.
Burnout Exhaustion and diminished interest resulting from long term-stress
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
Collapse To fall down

Competition
This comprises of individuals and material resources where competition is held
environment
Competition
environment Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes
Conflict or performance.
management Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during
or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new
Dance Mixers
partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness

GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.

Feasibility
Assessment of how beneficial or practical the development of a particular system will be to an event.
assessment
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (37 0 C)for normal metabolism and body functions

GLOSSARY
Implements An instrument, tool, or utensil for accomplishing work.
Inclusion The principle of ensuring participation of all learners.
Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
strategies
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
Motor control
the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability for skilled behaviour
Movement screen An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. The
assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space
Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials
Parameter A measurable factor of a set that defines a system.
PAR-Q Physical Activity Readiness Questionnaire
Performance Measures taken to perform better in sports or exercise.

GLOSSARY
enhancement
Performance goal Specific personal standard unaffected by the performance of others
Person Refers to individual partners, group.
Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or self-
Is a given space when you move in your fixed position.
space
Any bodily activity that enhances or maintains physical fitness, health and wellness
Physical activity
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness A state of good health and well-being of an individual
Planes Refer to a diagonal, horizontal, vertical, rotational
Preventive activities Activities that help avoid injuries

Promotional
A careful plan for spreading the word about a product or service to stakeholders and the broader public.
strategies
Psychological
Mental, emotional, or behavioural consequence.
impact
Psychosocial Individual and social factors influencing participation, performance, adherence and well-being in sports and exercise
Pull Exert force on object to move it towards source of force
Punch Use forceful actions with various body parts – hands, feet knees, elbows.
Push Try to move away by pressure.

Recreation
Teaching sports and other related activities as leisure pursuits.
instruction
Rehabilitative
Activities designed to restore something to its former condition.
activities
Rhythmic routine Is an activity that helps us express our feeling to a person and the objects used.
Ring Is one of the many implements that can be used in rhythmic routines.
Risk assessment Assessment of threats, problems and other concerns that may arise in an event.
Run Move fast by using the feet, with one foot off the ground at any given time

GLOSSARY
Safety awareness Knowledge of safety issues and of potential hazards to reduce risk and threat to life
Self-efficacy Belief in one’s ability to complete a task or reach one’s goal.
Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash Longer movements but powerful like punches (picture a slashing sword)
Slide Step to the side, close with other foot, step to the side again, close with other…
The need to equip the learner with skills to manage the demands of one’s study and training through integral formation. This is significant to an
Sport-life balance
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.
Stress Anything that poses threat or challenge to body and/or mind.
Stretch Extend the limbs or muscles, or the entire body.

Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to improve the
Stretching
muscle’s felt elasticity and achieve comfortable muscle tone.
Sway Swing unsteadily; rock by moving back and forth sideways.
Swing Move or walk in a to and fro or swaying manner.

Is a dance which refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare the soil for
Tiklos
planting
Time Refers to slow, slower, slowest/fast, faster, fastest.
Tumbang Preso Is the game that will test your skills in running, walking, and dodging in slow and fast pace in varying directions.
Turn Partial or full rotation of the body while shifting the base of support (spin to make yourself dizzy)
Twist Rotate body or body parts around a stationary base (twist upper body back and forth, keep feet still)
Waist level Is dribbling the ball on the waist level/waist and knee in between. Waist level
Walk Using the feet to advance the steps.

CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and

Strand/ Subject or Physical Education
Specialization Body Management EL
First Entry PE2
Grade Level Grade 2
Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF
-
Physical Fitness PF
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week one to eight a-h Games and Sports GS
specific week
-
Observes correct posture
and body mechanics Rhythms and Dance RD
Arabic Number Competency
while performing
14
movement activities

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Aquino, Gaudencio V. Effective Teaching, 3rded.(Manila: National Book Store, 2003)
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K To 12 Curriculum Guide: Physical Education

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Republic of the Philippines

K to 12 Basic Education Program: An Overview

The Curricular Philosophy of the K to 12 PE Curriculum

The K to 12 PE Curriculum prioritizes the following standards:

K to 12 Physical Education Curriculum Guide May 2016 Page 2 of 67

The program has five learning strands:

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. A graduate who lives an active life

Rhythms & Dances

MOVE TO LEARN, LEARN TO MOVE

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Learning Area Standard

Key Stage Standards

Strands K–3 4–6 7 - 10

Games and Sports

Rhythms and Dance

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Grade Level Grade Level Standards

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Grade Level Strands Q1 Q2 Q3 Q4

Body Awareness Space Awareness Qualities of Effort Relationships

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Grade Level Strands Q1 Q2 Q3 Q4

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Grade Level Strands Q1 Q2 Q3 Q4

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Grade Level Strands Semester 1 Semester 2

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)

Dance Traditional, contemporary, ethnic, folk and social

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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

Grades 11 – 12 120 minutes / week

K to 12 Physical Education Curriculum Guide May 2016 Page 11 of 67

4. exhibits transfer of weight PE1BM-Ig-h-4 MISOSA 4- module 4

Suggested learning activities

SECOND QUARTER/ SECOND GRADING

Suggested learning activities

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Suggested learning activities

Suggested learning activities

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CONTENT PERFORMANCE LEARNING MATERIALS

SECOND QUARTER/ SECOND GRADING

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Suggested learning activities

22. engages in fun and Music, Art, Physical Education and

Suggested learning activities

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SECOND QUARTER/ SECOND GRADING

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THIRD QUARTER/ THIRD GRADING

Suggested learning activities

FOURTH QUARTER/ FOURTH GRADING

Suggested learning activities

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