Unit 3 – Curriculum Integration in PE & Health

Physical and health education are important considerations in promoting

overall health and wellness in any setting which could be in school or non-school
setting such as in the workplace and in the community. Programs that promotes
health and wellness then can be integrated in any existing programs in the
community or even in the school curriculum.

Learning Outcomes

At the end of this unit, you will be able to:

● Formulate appropriate and safe program development plan to

address the needs of the individual/group in school and/or industry
setting; and
● Integrate appropriate and safe physical activities and health education
program in the curriculum.

Pretest

Google Form Link

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Content

In this unit, the basic concept on program development will be presented to guide
you in developing physical and health related programs.

Physical Activity and Health Related Programs

Health can be considered as a complex interaction of the different dimensions

such as physical, mental, social, spiritual, emotional, and environmental. This makes
health as a very complicated topic that covers wide areas from all its components. In
every component or dimensions of health has a corresponding health program to make
sure that a particular component is being addressed upon appropriately. With the
evolving and changing situations that we are experiencing today and in the near future,
health programs in the past may not be very beneficial today. Thus, health advocates
are challenged to continuously seek for ways and means to promote health and wellness
considering the different dimension.
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 Let us examine some of the health-related programs implemented by the
Department of Education:

Some Health Programs Implemented in DepEd

OPLAN KALUSUGAN sa Department of Education (OK sa DepEd). This

program promotes sustainable and holistic school health and nutrition program to
improve health behavior and achieve better learning outcomes. Furthermore, it was
ordered to integrate school health and nutrition concepts in the lesson plans; campaign
and school fairs on the national and global health-related celebrations like nutrition
month, oral health month and others (Department of Education, 2018).

School-Based AIDS Education Program (SBHAEP). This program addresses

the unabated increase of key population affected by the Human Immunodeficiency Virus
(HIV) especially in high-risk areas in the country. Recently, the Philippines was one of
the countries in Asia that recorded a spike in HIV incidence (Department of Education,
2012).

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It was mandated by law as stipulated in RA 11166 the educational agencies including
DepEd, CHED, and TESDA to integrate appropriate instruction on the causes, modes of
transmission, and prevention of HIV/AIDS, and sexually transmitted infections (STIs) in
their respective curricula (Republic of the Philippines, 2018)

Comprehensive Oral Health Program. This program primarily promotes good

oral health and prevent oral diseases. It also provides the learners with basic oral health
services and aims to improve oral hygiene knowledge and practices among students
and reduce incidence of dental caries through dental health services and controlling the
risk in relation to their diet, hygiene, smoking, nutrition and substance abuse.
Furthermore, it was ordered that DepEd should conduction education and information
dissemination on all school personnel including students on the oral health hygiene
practices, oral nutrition, and risk affecting oral health, furthermore, develop and integrate
evidence-based program into the existing K-12 curricula (Department of Education,
2019).

Preventive Drug Education Program. This program was implemented in

response the mandate provided in the Comprehensive Dangerous Drugs Act of 2001,
Section 43, Article IV which states that “Instruction on drug abuse prevention and control
shall be integrated in the elementary, secondary and tertiary curricula of all public and
private schools, whether general, technical, vocational or agro-industrial as well as in
nonformal, informal and indigenous learning systems. Such instructions shall include: (1)
Adverse effects of the abuse and misuse of dangerous drugs on the person, the family,
the school and the community; (2) Preventive measures against drug abuse; (3) Health,
socio-cultural, psychological, legal and economic dimensions and implications of the
drug problem; (4) Steps to take when intervention on behalf of a drug dependent
needed, as well as the services available for the treatment and rehabilitation of drug
dependents; and
(5) Misconceptions about the use of dangerous drugs such as, but not limited to, the
importance and safety of dangerous drugs for medical and therapeutic use as well as the
differentiation between medical patients and drug dependents in order to avoid
confusion and accidental stigmatization in the consciousness of the
students”(Department of Education, 2018.,para. 1)

School-Based Feeding Program. This program was also implemented in

response to Republic Act 11037 also known as Masustansyang Pagkain para sa Batang
Pilipino Act which target all undernourished public day care, kinder and elementary
students and address undernutrition and hunger (Department of Education, 2019).

Comprehensive Water, Sanitation and Hygiene in Schools (WINS) Program.

This program promotes proper hygiene and sanitation practices among children in
school and clean surroundings around the school and keep them safe and healthy
(Department of Education, 2016).

Physical Activity-related program

Belly Gud for Health. this program was implemented by the National Center for
Disease Prevention and Control, Degenerative Disease Office in partnership with the
National Center for Health Promotion. This program was intended to promote and
protect the health of the DOH personnel and address overnutrition such as overweight
and obesity. Some of the activities includes hataw exercise,jogging/walking, ala stress,
and free use of gym facilities (Department of Health, n.d.).

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 The programs presented here are examples only and there are lots of program
the Department of Education and the Department of Health is implementing at present.
With the different programs presented, it is a challenge for you to think of other programs
which you think necessary to be address upon and be able to contribute in promoting
health and well-being in the community where you belong.

The Philippine National Guidelines on Physical Activity

Developing a program involving physical activity can be risky at times and safety
should be a primary concern that must be considered before anything else.

In promoting the overall health and well-being, physical activity is encouraged in

all age group. Physical activity is defined as any movement of the body generated by the
skeletal muscles as a result in energy expenditure (Department of Health, 2010). In
present time, more and more people are having a sedentary lifestyle which constitutes a
health risk. For some people physical or sporting activity is life threatening, thus, the
Philippine National Guidelines on Physical Activity (PNGPA) was promulgated by the
Department of Health (DOH) in 2010. It provides guidelines that allow individuals to
engage in physically-active lifestyle. The PNGPA was intended for people who are
involve in promoting and implementing it which includes physician, health professionals,
fitness trainers, physical educators, sports coordinators, teachers, barangay health
workers, and human resource managers in the workplace.

The PNGPA are the following (Department of Health, 2010):

 All individuals who intend to pursue more vigorous physical activity should secure
clearance from a doctor. Before engagement to any physical activity, participant
should undergo pre-participation evaluation which the Physical Activity
Readiness
– Questionnaire 1 may be used.
 Participants with medical conditions and at risk, and exercise in which exercise or
physical activity is contraindicated, should have secure clearance from the doctor
to ensure their safety which is a primary concern though they are not precluded
from participating.
 If certified healthy, physical activity should progress slowly starting at slow and
within the comfortable effort level, and according to capacity. Overexertion is
highly discouraged.
 Physical activity should be stop at any point if participant is experiencing any of
the following: nausea, shortness of breath, dizziness and chest pains
 If participant manifest physical or verbal expression of severe fatigue, cramps
start, and joint and muscle pains, consider stopping or reducing the intensity of
the activity.
 Keeping a Daily Physical Activity Record is encouraged to monitor and track
progress of participant.
 Stopping at any point of the activity should be allowed as requested by the
participant.
 It is encouraged to advice the participant to drink ¼ L or a cup of fluid such as
water, juices, and sports drinks for ensuring proper hydration.
 Appropriate and proper attire and footwear during the activities is encouraged for
injury prevention and thermal stress management.
 Provide ample time to allow recovery after the physical activity.

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 Moreover, the Department of Health (2010) also provides physical activity
prescription appropriate for a particular age-group. For the purpose of this module, three
out the seven age-group will be presented considering these age group are those who
are most likely attending school.

Children aged 5 to 12 years old should engaged in physical activities at least 1

hour every day. Which could be any or combination of the following activities.
o Active daily task which includes: active travel such as walking, cycling, stair
climbing; and active daily task such as household or school chores including
scrubbing or mopping of the floor, cleaning, and etc.
o Programmed or structured activity such as exercise, dance, or sports for 20-
30 minutes
o High impact or unstructured spontaneous play including Luksong Tinik,
Patintero, Tumbang Preso, playground activities, and others for most if not all
days of the week.

Adolescent to young adult aged 13 to 20 years old should engaged in

physical activities at least 1 hour every day. Which could be any or combination of the
following activities.
o Active daily task which includes: active travel such as walking, cycling, stair
climbing; and active daily task such as household or school chores including
scrubbing or mopping of the floor, cleaning, and etc.
o Programmed or structured activity such as exercise, dance, or sports for at
least 40 minutes. In aiming for fitness, a continuous 20-30 minutes minimum
for 3 to 5 times a week is recommended.
o High impact or unstructured spontaneous play such as briskwalking, jogging,
and other indigenous games for at least 20 minutes of sustained moderate to
vigorous activity which may result to rapid breathing.
o Muscle strengthening and flexible activities such as weight bearing, and other
load bearing exercise which involved major groups of muscles for at least 2 to
3 times a week.

Adults aged 21 to 45 years old should engaged in physical activities which

accumulate 30 t0 60 minutes every day. Which could be any or combination of the
following activities.
o Active daily task which includes: active travel such as walking, cycling, stair
climbing; and active daily task such as household chores including scrubbing
or mopping of the floor, cleaning, and etc.
o Sustained moderate intensity aerobic activity which leads to significant
increase of heart rate and breathing such as brisk walking, dancing, cycling,
swimming and etc. for at least 30 minutes or accumulation of 10 minutes or
longer. For more active individual who do not exhibit any risk factor, vigorous
intensity aerobic activity such as jogging, vigorous dancing, ball games, and
etc. continuously done for at least 3 times in a week and aiming to do it 5 or
even 6 times a week. This led to fast breathing and significant heart rate
increase that is beyond normal conversation pace and talking becomes
challenging. For fitness goal, adult should perform continuous physical
activity for 20 to 30 minutes for a minimum of 3 days per week.

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 o Muscle strengthening and flexible activities such as weight bearing, and other
load bearing exercise using all major groups of muscles which maintain or
enhance muscle strength for at least 4 times a week. Light weight allow 10 to
15 repetitions will results to momentary fatigue of the muscles; hence, it
needs stretching after the aerobic exercise or at cool down for at least 20
seconds for every muscle group.
o For individuals who are working, they should have the opportunity to be
physically active through organized activity with the provision of facilities and
equipment. It is highly encouraged to have two-minutes physical activities like
walking, stair climbing, or stretching for every 1 hour of sitting.

The guidelines and the physical activity prescription presented will guide you in
developing any programs involving physical activity to ensure safety of participants or
students and appropriateness of the activity.

Program Development in PE & Health

In the context of PE and Health Education, it gives particular attention on

promoting the physical dimension and other related aspects which contribute to the
overall health of individuals or group of people. As a physical and health educator, it is
also important that you acquire competence in developing program that address existing
health needs and be able to contribute in promoting health and wellness in your
respective community

Similar to curriculum development, program development goes through an

ongoing and extensive planning process to establish a program or project that addresses
the needs of a particular individual or group of people. As stated, it undergoes through a
process of planning which is regarded as an important step. Planning can be simple or
complex depending on your intent and you need strategy to identify goals and
objectives. In planning, you need to conduct needs assessment, setting of priorities,
identifying stakeholders and resources, designing an action plan, and implanting them
are the process also involve in program development (National Minority AIDS Council,
n.d).

It is important to consider program development first before implementing any

activity in the community or in school, as it provides a road map and guidance to develop
and build effective program.

The planning processes

The planning process involves gathering, analyzing, and interpreting data,

identifying needs; and communicating the result if necessary. It provides basis for
making decisions in setting priorities and resources. Planning is a crucial in program
development, thus, you are expected to follow logical steps to identify the most priority
needs. The National Minority AIDS Council (n.d) have identified seven-step in program
development which is the following:

1. Conduct Needs Assessment. In this step, the program planner will describe the
target audience, identify problem, planning process, and needs to address the
problem. An assessment tool is needed in this step which could be worksheets,
questionnaire, or any means in collecting the data. The needs assessment
provides the information prioritize goals. It determines the following: (1) the
existing needs in a particular setting; (2) the target group who would services; (3)
other
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 relevant programs exist; (4) changes occurs with the existing program; and (5)
adequacy of the resources. There are ways to conduct the needs assessment,
some of which are the following (National Minority AIDS Council, n.d.):

 Community forums and hearings

 Service provider surveys
 Key informant survey
 Survey

If you opted to conduct needs assessment through surveys, then you will be
needing a questionnaire to guide you in the gathering of data.

2. Develop Mission, Goals, and Objectives. The program planner sets the targets
or goals that reflects the potential solution to solve the problems identified in the
assessment. It is important that a realistic goal that describe how the program
affect the target group will be established. The product of this steps includes your
written mission statement, goals, and objectives.
3. Identify funding sources. In this step, the program planner needs to coordinate
with the finance personnel and determine the funds needed for the program. It
would be helpful to anticipate the financial constraints to enhance the feasibility
of the program.
4. Assign leadership tasks. The program planner, in coordination with other
stakeholders to identify prospective individuals who can lead each step of the
planning. This step would not be necessary if you are working alone.
5. Design Program. The program planner and others involved in the planning will
establish the details of the program which include and not limited to the
collaborators if necessary, staffing needs, cost, and the evaluation process.
Budgeting is an important thing to consider in this step to address different
expenses in implementing the program.
6. Implement program. In this step, the program implementor may need to
conduct campaign through different media such as TV, radio, or social media,
develop partnership, recruit volunteers if needed, and implement the activities.
7. Evaluate Program. The program implementor identify the appropriate evaluation
process, to validate and verify documents signifying the quality and effectiveness
of the program.

Moreover, McGuire (2016) also identified steps in designing and developing

program:

1. Identify a potential need

2. Conduct a needs assessment
3. Research potential programs for filling needs
4. Select an evidenced-based design
5. Develop a program design
6. Pilot the program
7. Roll out the program
8. Monitor and evaluate

Integrating Programs and Physical Activities in PE & Health Curriculum

There are programs that can be implemented in a particular setting, and there are
those that can be taught inside the classroom like any programs that are related to the

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physical education and health education. Educators are encouraged to integrate
programs in the curriculum to facilitate dissemination of information and awareness
among students.

Curriculum is continuously evolving, flexible, and should complement with the

other programs in the community, these are characteristics of a good curriculum that you
have learned from the previous unit. It signifies that curriculum allows changes every so
often as the needs arises and open enough to allow integration of different programs in
the community.

Curriculum integration involves learning that are structured around issues that
are important to the learners and teachers. Furthermore, it can be categorized into four
aspects such as integration of experience, integration of knowledge, social integration,
and integration as a curriculum design (Beane, 2005 as cited in Wall & Leckie, 2017).

Schumacher (1995) have identified five levels of curriculum integration which are
the following:

1. Departmentalized. This is the traditional model in which a particular discipline is

taught in isolation from the other. This is a common practice wherein students
travel to different subjects in a day and each subject is not conceptually related to
the other.
2. Parallel. In this level, the topics or the units of study is reorganized and
rearranged to coincide with the other. The topic or content of a subject does not
necessarily change, it is just reorganized to appropriate sequence or order to
coincide with the other subject.
3. Complementary or shared units of study. In this level, teachers of different
disciplines examine themes or issues that are related to one another, which
results to a shared planning and teaching and avoid overlapping of concepts or
ideas.
4. Webbed. Themes and issues between curriculum contents and disciplines were
linked and webbed in which connections are defined. Teachers of different
discipline organized to form an interdisciplinary team and identify themes
common among the disciplines. A teacher then, teach from the perspective of the
particular discipline. It can be noted that a particular topic or theme is taught from
a different perspective, however, they are connected.
5. Integrated themes. Integrated themes are generated by the learners which
could be in a form of questions that they want investigate based on their personal
and social context relative to the subject matter at hand. The learning process is
designed to allow learners to investigate themes, and this makes the learning of
skills, concepts, competencies, and generalization more authentic.

Based on the levels of curriculum integration presented, the teacher can

choose which level is desired or appropriate for a particular lesson. Furthermore, les
us examine some of the models of integration provided by Morris (2003).

Models of Integration

Connected. It focuses on integrating skills or concepts within the topic. Example,

relating the concept of geology to astronomy and emphasize that both has evolutionary
nature (Fogarty, 1991 as cited in Morris, 2003).

Nested. It focuses on the natural combinations. Example, teaching the concept

on a particular part of the body, such as the heart, the concept of a system can be
integrated.
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 Sequenced. Different units, that is taught separately is designed to come up with
broad range of related concepts. Example, the lesson in writing a review of related
literature in practical research, a parallel lesson can be taught on technical writing.

Shared. This involves planning and coordinating of teachers in different subjects.

Example, a teacher in practical research and English team up to teach a particular topic
such as review of related literature.

Webbed. This involves generating a theme to connect different subjects.

Example, in celebration of world AIDS day, different subjects may use the themes in
their lesson such as in asking students to read articles on AIDS in English, and research
on the signs and symptoms of AIDS in Science or in Health perhaps.

Threaded. This model allows learning in a particular subject to connect with

another subject across the curriculum. Example, teaching reading in English can be
threaded to other subjects such as Science, Math, and others by giving them a reading
activity.

Integrated. This model allows the blending of major disciplines by finding

concepts or skills that may overlap. Example, blending reading, speaking, listening, and
writing skills using a particular theme.

Immersed. This model allow integration within the students’ effort. Example,
students who are interested in a particular subject would do extra work and immerse
themselves with various aspects of the subject matter.

Networked. This model is similar to immersed model; however, it allows actual

experimentation, exploration, and active participation of students. Example, students
who are interested in a particular subject allowed to be engage in actual activity and
hands on activity.

To sum it up, Fogarty (1991, as cited in Morris, 2003) come up with an analogy of
the different models comparing them to visual equipment which states

“The connected model of the integrated curriculum is the view through an opera
glass, providing a close-up of the details, subtleties, and interconnections within
each subject area. . . . The nested model views the curriculum through three-
dimensional glasses, targeting multiple dimensions of a lesson The sequenced
model views the curriculum through eyeglasses: the lenses are separate but
connected by a common frame. . . . The shared model views the curriculum
through binoculars, bringing two distinct disciplines together into a single focused
image The webbed model views the curriculum through a telescope, capturing
an entire constellation of disciplines at once The threaded model views the
curriculum through a big magnifying glass: the ‘big ideas’ are enlarged
throughout all content with a metacurricular approach. . . . The integrated model
views the curriculum through a kaleidoscope: interdisciplinary topics are
rearranged around overlapping concepts and emergent patterns and designs. . . .
The immersed model views the curriculum through a microscope. It filters all
content through the lens of interest and expertise. . . . The networked model
views the curriculum through a prism, creating multiple dimensions and directions
of focus” (p. 166).

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Planning for Curriculum Integration

Curriculum can be integrated in school curriculum which would take some time or
in a daily basis inside the classroom. In a school context, Jacobs (1991, as cited in
Morris, 2003) developed four-phases in integrating the curriculum which can be
accomplished in three years.

1. Research phase. This phase would take six months to one year wherein an
internal research will be conducted to determine issues and concerns.
Moreover, external research can also be done through benchmarking,
attending conferences, and other in-service activities.
2. Proposal development. This would take two to four months wherein existing
units and interdisciplinary units as evaluated and upgraded by integrating
various subjects. The proposal would undergo review by school authorities or
experts in the field.
3. Pilot Program Implementation. This phase last for about two to six weeks,
wherein the proposal was implemented. At this point, different processes will
be observed such as: assessing, monitoring, evaluation and feedbacking on
pilot program at hand involving people engage in the program.
4. Adoption of the program. On the third year of planning, the program will be
adopted considering the feedback and evaluation from the pilot phase.

In a classroom setting, planning for curriculum integration is equally important

with the school system, as it translate the program into actions. Palmer (1991, as cited in
Morris, 2003) suggested a “planning wheel” which is a device that allow teacher to focus
on a particular subject area and link it with the other learning area. The following are the
Palmer’s steps in implementing the planning wheel (Morris, 2003):

1. Examine different subjects and identify common goals, objectives, themes,

and skills.
2. Create a sample planning wheel to establish connections to be made. Write
the focus of the unit on the middle of the wheel and the other subjects is
outside the wheel, and list the activities related to the focus under it.
Example, the focus of the unit is “nutrition”, on the outside part of the wheel
you will write the other subject such as math, language arts, music, and
physical education. Under the other subjects write the activities such as,
calculating calories in math, write about food of other culture in language arts,
sing a song about food in music, and demonstrate exercise to burn calories in
PE.
3. Organize and plan new curriculum based on the planning wheel.
4. Train teachers on implementing the proposed integrated curriculum.

Curriculum integration basically aims to enhance students’ learning experience.

Appropriate steps should be taken into consideration to implement it properly to yield
favorable and meaningful outcome. Moreover, Alleman and Brophy (1993, as cited in
Morris, 2003) suggested to test each proposed activity in the planning wheel before
integrating them across the curriculum using the following questions?

 Is the activity significant in attaining the educational goal?

 Is the activity desirable even if it does not consider integration of subject
across?
 Can others recognize clearly the relationship of the activity to the subject?
 Is the activity allow the learner to develop meaningful and authentic content?

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  Is the activity involve authentic application of knowledge and skill from other
disciplines?
 Will the learners understand and able to explain the purpose of the activity if
it is structured properly?
 With the educational purpose in mind, will the learners accomplish the said
purpose as a result of the activity?

 For more readings on the Philippine National Guidelines on Physical Activity

(PNGPA), please click this link
https://www.doh.gov.ph/sites/default/files/publications/HBEAT58a.pdf

 For more readings on “Program Development” please click this link

http://www.nmac.org/wp-content/uploads/2015/04/Program-Development.pdf

 For more readings on “Program Design & Development Resources” please click
this link https://www.unitedwaygt.org/document.doc?id=538

 For video presentation on curriculum integration visit the link

https://www.youtube.com/watch?v=V0zBkk6-KOQ

 For video presentation on integrated PE lesson plan visit the link

https://www.youtube.com/watch?v=9WbAQkgnVMI

Now that you had learned about the basic concepts of Health and Wellness,
do the succeeding learning activities. If you have questions regarding the activity,
you may visit our google class with this code: . If you had poor connectivity,
you are given another week to accomplish the tasks.

You may now proceed to the learning activities.

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Learning Activities

Activity 1. Development of program Flow Chart

Direction. Draw a flow chart on the processes involve in developing a program.

Thank you for completing the task. If you have not completed the task, or you
have difficulty in accomplishing the activity, please send me a message to our
google class or you may ask clarification through a text message or phone calls on
the contact number reflected in your course guide.
You may now proceed to the next activity.

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Activity 2. Planning Wheel
Direction: In preparation for curriculum integration, develop your planning wheel related
to PE & Health considering Health program and physical activities.

Thank you for completing the task. If you have not completed the task, or you have difficulty
in accomplishing the activity, please send me a message to our google class or you may ask
clarification through a text message or phone calls on the contact number reflected in your
course guide.
You are now ready for the next activity.

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Activity 3. Evaluating Proposed Integrated Activity
Direction. Before implementing the proposed activity, let us examine it first. Based on the
planning wheel that you have develop in the previous activity, evaluate at least two (2) of
you proposed activity using the checklist below. Check the yes or no column according
to your response on the questions. You may write the strength or weakness in the
remark’s column.

Proposed Activity 1
Title/Description:

Questions Yes No Remarks

Is the activity significant in attaining the educational goal?

Is the activity desirable even if it does not consider integration

of subject across?

Can others recognize clearly the relationship of the activity to

the subject?

Is the activity allow the learner to develop meaningful and

authentic content?

Is the activity involve authentic application of knowledge and

skill from other disciplines?

Will the learners understand and able to explain the purpose

of the activity if it is structured properly?

With the educational purpose in mind, will the learners

accomplish the said purpose as a result of the activity?

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Proposed Activity 2

Title/Description:

Questions Yes No Remarks

Is the activity significant in attaining the educational goal?

Is the activity desirable even if it does not consider integration

of subject across?

Can others recognize clearly the relationship of the activity to

the subject?

Is the activity allow the learner to develop meaningful and

authentic content?

Is the activity involve authentic application of knowledge and

skill from other disciplines?

Will the learners understand and able to explain the purpose

of the activity if it is structured properly?

With the educational purpose in mind, will the learners

accomplish the said purpose as a result of the activity?

Congratulations! You did a great job! You may now take the assessment. If you have not
completed the task, or you have difficulty in accomplishing the activity, please send me a
message to our google class, or you may ask clarifications through a text message or phone calls
on the contact number included in your course guide.

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Assessment

Google Form Link

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