Republic of the Philippines

President Ramon Magsaysay State University

Zambales
Telefax : 047-8111683/email address: prmsu.edu.ph

AN OUTCOMES BASED FLEXIBLE LEARNING COURSE SYLLABI

(References: CMO 74, S. 2017, R.A. 7227 & CMO No.77, S.2017, CMO No. 4, S.2020, RA 8972, University Faculty Manual, Student Manual, Registrar’s Manual
Board Approved PRMSU Enhanced Strategic Framework for Flexible Teaching and Learning and other CMO’s for the Implementation of Limited F2F and
CMO’s of different programs offered in the university)

FACULTY INFORMATION AND SCHEDULE

Campus BOTOLAN CAMPUS College College of Teacher Education
Program Semester &
Bachelor of Physical Education 2nd Semester, S.Y. 2022-2023
School Year
Professor/ Angel Rubi D. Cepida,LPT FRIDAY Class Schedule
Instructor angelrubidoblecepida@gmail.com 8:00AM - 10:00 AM
Information Consultation Monday/Wednesday
Hours 10:00-11:00AM
I. VISION, MISSION, QUALITY POLICY, COLLEGE GOALS AND PROGRAM OBJECTIVES
University Vision The President Ramon Magsaysay State University shall be a College Goals Graduates of the Teacher Education Program have the ability
premiere learner-centered and proactive university in a digital to:
and global society.
https://prmsu.edu.ph/ 1. Relate education to the larger historical, social, cultural
and political processes;
2. Use wide range of teaching methodologies to effectively
facilitate learning in various types of environment;
3. Devise alternative teaching approaches for diverse
learners;
4. Plan lessons with appropriate instructional materials for
effective delivery and assessment of learning outcomes;
5. Build a strong character reflecting professional and ethical
teaching standards;
6. Grow in person and in profession through the pursuit of

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 Republic of the Philippines
President Ramon Magsaysay State University
Zambales
Telefax : 047-8111683/email address: prmsu.edu.ph

lifelong learning; and

7. Attain above the national passing percentage rate of
Licensure examination for Teachers.
1. Articulate the rootedness of education in philosophical,
socio-cultural, historical, psychological, and political
contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching
The President Ramon Magsaysay State University shall methodologies and delivery modes appropriate to specific
primarily provide advance and higher professional, technical, learners and their environment
special instructions in various disciplines; undertake research, 4. Develop innovative curricula, instructional plans, teaching
University extension, and income generation programs for sustainable
Program approaches, and resources for diverse learners
Mission development of Zambales, the region, and the country. Objectives 5. Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning processes
https://prmsu.edu.ph/
and outcomes
(RA No. 11015) 6. Practice professional and ethical teaching standards
sensitive to the local, national, and global realities
7. Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities
(CMO 74, s. 2017)
The PRMSU values diversity and seeks talented students,
faculty, and staff from diverse backgrounds. The PRMSU does
not discriminate on the basis of race, color, sex, sexual
The President Ramon Magsaysay State University is
orientation, gender identity, religion, creed, national, or ethnic
committed to continually strive for excellence in instruction,
Non- origin, citizenship status, age, disability, veteran status or any
research, extension and production to strengthen global
Quality Policy Discrimination other legally protected class status in the administration of its
competitiveness adhering to quality standards for the utmost
Statement admissions, financial aid, educational or athletic programs, or
satisfaction of its valued customers.
other University administered programs or in its employment
(BOR Resolution No. 875 s. 2016)
practices. Questions or complaints regarding this policy should
be directed to the Vice President of Academic and Student
Affairs and Director of Student Affairs, PRMSU, Iba, Zambales.
II. COURSE INFORMATION
Course Code PEN 2 Course Title (PATHFIT 2) Exercise Based Activities

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Semester and This course provides experiences in core stability,

2nd Semester
Year Level strength, and mobility training. It includes goal
1st Year
Offered Course setting exercise progression and regression
Description and periodic assessments for the development of
Credit Units 2 units various fitness component.

Contact Hours Place of Course

2 hours (Lecture & Performance) - 36 hours GENERAL EDUCATION
per Week In the Program
Pre-Requisite PATHFIT (MOVEMENT COMPETENCY TRAINING) Co-Requisite NONE
Face to Face Approach

This course is conducted via face to face or in-person

attendance in classes. This categorized into:

 Full Face to Face (F2F) - pertains to the

Face to Face Approach:
unrestricting the number of students who will attend
 In Person Attendance in Classes
Course Learning face to face classes in all courses for 5-day schedule
Course  Major examinations
Approach and in the university, with the observance of physical
distancing, and other health and safety protocols.
Requirement  Quizzes/ activities
Delivery Mode  Project
(Applicable for COVID-19 Alert Level 0 0r 1).

Delivery Mode:
a. In-Person (Traditional)

(Approved PRMSU Enhanced Strategic Framework to Sustain

Flexible Teaching and Learning – BOR No. ______)
Course Course Etiquette
Communication Face to Face Approach: Face to Face Approach
Announcements via In-Person delivery or in the form of Classroom Etiquette
printed material.

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III. STUDENT OUTCOMES (INSTITUTIONAL, PROGRAM AND COURSE)

PRMSU PRMSU Graduate is expected to be an excellent: Within four years after graduation, the alumni from the College
GRADUATE of Teacher Education, specifically the Bachelor of Elementary
a. LEADER Education of the President Ramon Magsaysay State University
ATTRIBUTES
IILO 1 Strong network leader, who is committed, shall be:
INSTITUTIONAL morally upright, and responsible, and who PEO 1 Articulate and discuss the latest
INTENDED proactively governs in the specific field of developments in the specific field of practice
PROGRAM
LEARNING specialization (PQF level 6 descriptor)
IILO 2 Visionary leader, who effectively manages
EDUCATIONAL PEO 2 Effectively communicate in English and
OUTCOMES
and optimizes human capital toward OBJECTIVES Filipino, both orally and in writing;
(IILOs)
sustainable development (PEO) PEO 3 Work effectively and collaboratively with a
substantial degree of independence in multi-
b.COMMUNICATOR disciplinary and multi-cultural teams;(PQF
IILO 3 Strong and effective communicator, who has level 6 descriptor)
the power to express himself/herself orally PEO 4 Act in recognition of professional, social, and
and in writing, and other appropriate modes ethical responsibility;
of expression PEO 5 Preserve and promote “Filipino historical and
IILO 4 Competitive and lifelong learner, whose cultural heritage” (based on RA 7722).
excellence in services towards local and global PROGRAM When one has fully completed the BEED Program, the
needs INTENDED students shall have the ability to:
LEARNING PILO 1 Demonstrate in-depth understanding of the
c. INNOVATOR
OUTCOMES diversity of learners in various learning areas
IILO 5 Research-oriented individual, who uses
scientific process to create knowledge (PILOs) AND PILO 2 Manifest meaningful and comprehensive
necessary to address varied societal needs PERFORMANCE pedagogical content knowledge (PCK) of the
towards inclusive growth and sustainable INDICATORS different subject areas
development (PIs) PILO 3 Utilize appropriate assessment and evaluation
IILO 6 Critical thinker and problem solver, who is tools to measure learning outcomes
equipped in research methods and utilizes PILO 4 Manifest skills in communication, higher order
empirical evidence and scientific approach to thinking and use of tools and technology to
knowledge creation and utilization through accelerate learning and teaching
knowledge transfer PILO 5 Demonstrate positive attributes of a model
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teacher, both as an individual and as a

professional
Manifest a desire to continuously pursue personal and
professional development (CMO No. 74 s. 2017)
COURSE By the end of the course, the students will be able to:
INTENDED
LEARNING CILO 1 Participate in moderate to vigorous physical
OUTCOMES activities (MVPAs) in accordance with the
(CILOs) national and global recommendation on
physical activities and health.
CILO 2 Adapt movement competencies to
independent physical activity pursuits that
health-enhancing and personally rewarding.
CILO 3 Monitor progress and evaluate achievement
of personal fitness and dietary goals.
CILO 4 Practice empathy, fair play; show respect for
differing abilities (i.e., diversity) through
interpersonal communication skills and
emotional regulation during PA participation.
CILO 5 Devise, apply and assess a range of
strategies (e.g., exercise program design;
goal-setting; periodic evaluation) to improve
one’s physical activity performances and
those of others.
CILO 6 Enhance and advocate for one’s personal and
others’ fitness, safety and wellness through
physical activity participation and
or/leadership.
CILO 7 Promote practical and creative inventions that
will create community connection and
contribute to the health and wellness of the
school community and its periphery.

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 Republic of the Philippines
President Ramon Magsaysay State University
Zambales
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(Reference: CMO No., 39s 2021)

https://ched.gov.ph/wp-content/uploads/CMO-No.-39-s-
2021.pdf

IV. COURSE CONTENT AND CONSTRUCTIVE ALIGNMENT

TOPIC
STUDENT TEACHING ONLIN
LEARNING DURATION/ ASSESSMENT ASSESSMENT
PILOs CILOs TOPIC OUTLINE LEARNIN LEARNING PRINT
OUTCOMES WEEK NO. TASKS TOOLS
G TIME ACTIVITIES REFERE
(TLOs)
VISSION AND
Lecture https://
MISSION OF THE Week 1 30 minutes
Discussion prmsu.e
UNIVERSITY
1,2 1,2 Week 1 1 hour 30 Teacher’s Activity PATHFIT
TLO 1 CHAPTER 1 – minutes 1. Facilitated HEALTH &
Introduction of Discussion on  Recitation WELNESS
- Define physical Physical Education meaning, objective EDUCATIO
education and and importance of PE AND EXER
interpret its in everyday living. PROGRAM
meaning in 1. Definition Physical 2. Instruction for A
relation to life Education student activity R
situation; 2. Legal Basis of  Student’s G
-Analyze fitness Teaching Physical Activity T
as the major goal Education in the 1. Individual A
of physical Philippines activity: Reflect on R
education; the importance of PE a
3. Functions of
- Discuss the in life as a student. Reflection  Rubric for PATHFIT
Physical Education
general objectives reflection MOVEMEN
of PE as a part of 4. Phases of Physical Criteria: COMPETE
educational Education 2. Group (Refer to TRAINING
system and its 5. Objectives of activity: Create an ANNEX B) AUTHOR:
Physical Education
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legal bases; 6. Major Goal of Designing URBIZTON

- State the Physical Education Infographic GALVEZ-D
purposes of 7. New Direction of JESUS, GR
Physical Education Physical Education  Rubrics for ENCARNA
in a developing 8. Purpose of Designing
infographic about the
country; and Physical Education Infographics PHYSICAL
importance of PE in
- Participate Personal Vlog Criteria: EDUCATIO
life as a student.
actively in the (Refer to FOR COLL
discussion ANNEX B) AUTHOR:
3. Assignment:
 Rubrics for DORIS D.
Create a simple
Creating
vlog about PE’s
Personal PHYSICAL
impact on her/his
Vlog Criteria: EDUCATIO
life as a student.
(Refer to FOR LIFEL
ANNEX B) FITNESS
EDITION

1,2 1,2 Week 2 2 hours Teacher’s Activity PATHFIT

TLO 2 CHAPTER 2 – 1. Facilitated MOVEMEN
Physical Discussion on  Recitation COMPETE
-Describe the Activity Physical Activity TRAINING
different benefits Health and Health and AUTHOR:
of Physical Nutrition Nutrition URBIZTON
Activity. 2. Instruction for GALVEZ-D
-Appreciate the 1. Benefits of student activity JESUS, GR
importance of physical activity  Student’s ENCARNA
Physical Activity 2. Risk of physical Activity
Critique health inactivity 1. Group activity: PHYSICAL
claims of food 3. Reason for Nutri-Jingle – EDUCATIO
products and physical inactivity come-up with a FOR COLL
popular dietary nutrition jingle Group Activity  Rubrics for AUTHOR:
4. How to increase

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practices; physical activity to be presented Nutri-Jingle Nutri-jingle

-Identify credible 5. Food groups in the class. (Refer to
source of 6. Approximate ANNEX B)
information. Weights 2. Assignment:
7. Guidelines to Individual
Lifelong Weight Performance:
and Health a. Name the
Maintenance four basic Individual  Rubric
food groups. performance: Individual
Give rich performance
sources of (Refer to
each ANNEX B)
b. What should
DORIS D.
your
approximate
PHYSICAL
weight? Why
EDUCATIO
you must
FOR LIFEL
maintain
FITNESS
your weight?
EDITION
c. cite at least
two
important
guidelines on
nutrition and
eating habits
and explain
each.
d. Why are
good
nutrition plus
good eating
habits
important?
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TLO 3 CHAPTER 3 – Teacher’s Activity

Physical Fitness 1. Facilitated  Recitation PATHFIT
- Relate fitness 1. Meaning Concepts discussion on MOVEMEN
concepts to and Components fitness COMPETE
personal PA of Physical Fitness concepts and TRAINING
experiences (past 2. Benefits of physical AUTHOR:
and present. Physical Fitness activity URBIZTON
- Interpret 3. The Parameters of assessment. GALVEZ-D
assessment Physical Fitness 2. Prescribe an JESUS, GR
results; 4. Fitness and exercise ENCARNA
- independently physical activity routine based
participate in (PA) assessments on the level of PHYSICAL
1,2 1,2 Week 3-4 6 hours
physical activities physical ability EDUCATIO
outside PE of the student. FOR COLL
classes.  Student’s AUTHOR:
- Establish fitness Activity DORIS D.
goals 1. Individual
activity: PHYSICAL
Performance Video Fitness EDUCATIO
activity and Performance Performance FOR LIFEL
Self- Self-assessment Standards FITNESS
assessment student based (Refer to EDITION
on Physical on the result of Annex B)
fitness test PFT.

1,2 1,2 CHAPTER 4 – The Week 5-6 4 hours Teacher’s Activity PATHFIT
TLO 4 Exercise Program 1. Facilitated MOVEMEN
1. Exercise discussion on  Recitation COMPETE
- Design an 2. Phases of Exercise FITT and TRAINING
individualized Program Training AUTHOR:
exercise program; 3. Various Function principles. URBIZTON

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Train at a level to of Exercise

match one’s 4. Training principles
needs and (overload,
abilities. progression,
2. Instruction for GALVEZ-D
- Monitor progress variety, specificity,
student activity JESUS, GR
towards fitness warm-up and cool-
 Student’s ENCARNA
goals; down)
Activity
- Adjust training 5. FITT Principles  Personal  Rubrics for
1. Individual PHYSICAL
variables Fitness Personal
activity: EDUCATIO
appropriately Workout Fitness
Create an FOR COLL
Video Workout
exercise AUTHOR:
Video
training DORIS D.
criteria:
program based
(Refer to
on the PHYSICAL
Annex B)
recommendati EDUCATIO
on of the FOR LIFEL
instruction and FITNESS
 progress report.  Rubrics for
follow the FITT EDITION
e-progress
principle.
report
criteria:
(Refer to
Annex B)
1,2 1,2 PATHFIT
TLO 5 CHAPTER 5 – Teacher’s Activity MOVEMEN
Components of 1. Facilitated COMPETE
- Adapt Body Movements Week 7-8 4 hours discussion on  Recitation TRAINING
fundamental 1. non-locomotor fundamental AUTHOR:
movement skills. movement URBIZTON
competencies in 2. Locomotor skills competencies GALVEZ-D
an exercise in an exercise JESUS, GR
program. program. ENCARNA

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2. Instruction for
student
activity.

 Student’s
Activity
PHYSICAL
1. Individual  Personal Fitness
EDUCATIO
activity: Video Workout Video  Rubrics for
FOR COLL
performance Personal
AUTHOR:
activity in Fitness
DORIS D.
locomotor and Workout
non-locomotor Video
PHYSICAL
skill criteria:
EDUCATIO
2. Assignment: (Refer to
FOR LIFEL
Writing of  progress report. Annex B)
FITNESS
individual e-
EDITION
progress diary  Rubrics for
on exercise e-progress
program. report
criteria:
(Refer to
Annex B)

MIDTERM EXAMINATION Week 9 Written Exam

1,2 1,2 Chapter 6- Week 10-11 2 hours PATHFIT

TLO 6 Improving Physical  Teacher’s Recitation MOVEMEN
Fitness: Activity COMPETE
- Improve the Strength, Flexibility, 1. Facilitated TRAINING
strength of the Agility, Balance and discussion on AUTHOR:
muscles if the Coordination. 2. Instruction for URBIZTON
arms, student GALVEZ-D

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shoulders, back,
abdomen and
legs.  Rubrics for
- Develop and Individual
maintain the Activity
flexibility of the (Refer to JESUS, GR
shoulder, spine Annex B) ENCARNA
and pelvic
activity.
girdle.  Individual PHYSICAL
- Maintain a good activity:  Rubrics for EDUCATIO
 Student’s
position after reflection FOR COLL
Activity
braking, (Refer to AUTHOR:
1. Group Activity
reorient the Annex B) DORIS D.
body into a
position that PHYSICAL
faces the new EDUCATIO
direction. Reflection FOR LIFEL
2. Assignment:
- Control (Asynchronous) FITNESS
movements and EDITION
maintain
balance in all
body areas and
segments
during physical
activities.
1,2 1,2 Week 12-13 6 hours PATHFIT
TLO 7 Chapter 7 - Activity-  Teacher’s MOVEMEN
specific skills Activity COMPETE
-Execute proper Basic resistance 1. Facilitated Recitation TRAINING
exercise training movement discussion on (synchronous) AUTHOR:
techniques while patterns. Basic URBIZTON
using a variety of resistance GALVEZ-D

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resistance training training and

equipment; movement
-Observe safety patterns.
procedures in the 2. Instruction for
use of exercise student
equipment and activity.
facilities.  Student’s
Activity JESUS, GR
1. Individual  Personal Fitness  Rubrics for ENCARNA
activity: Workout Personal
Performance Fitness PHYSICAL
Video on basic Workout EDUCATIO
resistance Video criteria FOR COLL
training and (Refer to AUTHOR:
movement Annex B) DORIS D.
patterns.
2. Reflection on Reflection  Rubrics for PHYSICAL
conducted reflection EDUCATIO
resistance criteria: FOR LIFEL
training and (Refer to FITNESS
movement Annex B) EDITION
patterns. diary
 Rubrics for
3. progress diary e-progress
on resistance diary
training and criteria:
movement (Refer to
patterns. Annex B)

1,2 1,2 TLO 8 Chapter 8 – Group Week 14-17  Teacher’s PATHFIT

Games for Fitness Activity MOVEMEN
- Promote peace, 1. Suggested Group 1. Facilitated COMPETE

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harmony, Games for Fitness discussion on

goodwill and different
camaraderie traditional and
while playing group games
TRAINING
different available in the
AUTHOR:
traditional Philippines.
URBIZTON
games in the 2. Instruction for
GALVEZ-D
Philippines student
JESUS, GR
while having activity.
ENCARNA
fun and getting  Student’s
fit. Activity
PHYSICAL
1. Group activity:
EDUCATIO
Group
FOR COLL
Performance
AUTHOR:
on different
DORIS D.
traditional
group games
PHYSICAL
available in the
EDUCATIO
Philippines.
FOR LIFEL
2. Reflection on
FITNESS
the experience
EDITION
in playing
different
traditional
group game of
the Philippines.

FINAL EXAMINATION
WEEK 18 2 HOURS Performance

V. GRADING SYSTEM

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Targets and Standards

Assessment Task Midterm Period Final Period

Class Standing
(5%)- attendance 50% 50%
(20%)- quizzes/ exercises/ assignment
(25%)- Individual/Group performance
90% and above of the class obtaining at least p
(50%) Major Exams (Major Exam – rate of 75% and above
50% 50%
Written/Performance/Narrative Report) (College based judgement)

Total 100% 100%

SEMESTRAL GRADE = 50% MIDTERM GRADE + 50% FINAL GRADE

VI. COURSE-LEVEL CURRICULUM MAP

Legend: E – Enabling
PROGRAM EDUCATION
R– Reinforced PROGRAM INTENDED LEARNING OUTCOMES (PILOs)
OBJECTIVES (PEO)
A – Achieved
COURSE INTENDED LEARNING
PILO 1 PILO 2 PILO 3 PILO 4 PILO 5 PEO 1 PEO 2 P
OUTCOMES (CILOs)
CILO 1 Participate in moderate to
vigorous physical activities (MVPAs) in
accordance with the national and
A A A A
global recommendation on physical
activities and health.

CILO 2 Adapt movement competencies to A A A A

independent physical activity pursuits

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that health-enhancing and personally

rewarding.

CILO 3 Adapt movement competencies to

independent physical activity pursuits
that health-enhancing and personally E E A A
rewarding.

CILO 4 Monitor progress and evaluate

achievement of personal fitness and
R R A A
dietary goals.

CILO 5 Devise, apply and assess a range

of strategies (e.g., exercise program
design; goal-setting; periodic
evaluation) to improve one’s physical E E E E
activity performances and those of
others.

CILO 6 Enhance and advocate for one’s

personal and others’ fitness, safety
and wellness through physical activity R R A A
participation and or/leadership.

CILO 7 Promote practical and creative

inventions that will create community
connection and contribute to the A A E E
health and wellness of the school
community and its periphery.
VII. ADDITIONAL/SUGGESTED READINGS

PATHFIT 1 – HEALTH & WELNESS EDUCATION AND EXERCISE PROGRAM

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AUTHOR: GINNA T. ASTILLERO et al.

PATHFIT 1 – MOVEMENT COMPETENCY TRAINING
AUTHOR: URBIZTONDO, GALVEZ-DE JESUS, GRECIA, ENCARNACION
PHYSICAL EDUCATION 1 FOR COLLEGE
AUTHOR: DORIS D. TULIO
PHYSICAL EDUCATION FOR LIFELONG FITNESS 3RD EDITION

VIII. CLASS POLICIES

A student is considered officially dropped only upon submission of the instructor
of the duly accomplished dropping slip before the scheduled deadline for dropp
DROPPING student who has dropped the course but fails to submit the instructor’s copy at lea
(2) weeks before the last day of classes will be given a grade of 5.0. (Refer to s
handbook)
MISSED MAJOR EXAMINATIONS Any late submission of/missed quizzes, homework and activities will have a gr
MISSED ACTIVITIES zero. Unexcused exam absence will automatically merit the student a grade of ze
an excused exam absence, the student will be given a grade of INC and a chance
the equivalent examination, i.e., similar topics, in a future Specs 500 class.
excuse is qualified as either death of family members up to the second deg
consanguinity, confinement due to a serious medical condition (certified by a doct
is not related to the student), or representing the college/ university in competit
is the student’s duty to establish the veracity of the excuse. This should be coord
with the instructor as soon as possible/in the meeting following the exam. On
examination may be excused in this manner.

Special Exam/Missed Major Exam

If you have missed faculty-conducted exam due to illness or misadventure, you m
apply for an alternative exam. (Refer to student handbook)

Special Circumstances/Special Needs

Students with disability or ongoing illness can make arrangements wit
professor/instructor regarding the different assessment tasks (e.g., projects, exam
to minimize or eliminate the impact of his/her disability. However, meeting the le
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objectives of the subject must be observable. The arrangements will

modifications of the assessment tasks (e.g., performance task) but maintain ac
standards. (Refer to RA 7227)

Special Consideration/Missed Activities

Special consideration consists of the exercise of academic discretion to provide eq
treatment to students whose performance in an assessment item is affected by
accident or work-related circumstances and for single parent (as per RA 897
Parent Act).
You should only apply for special consideration when your performance
assessment item, including examinations, has been affected by extenuating or
circumstances beyond your control. Special consideration is not autom
guaranteed and may not result in a mark adjustment. (Faculty discretion)
For students involved in religious, sports and cultural activities (athletes, perf
artist) will also be given considerations, only if they present the program of activ
excuse letter from their respective pastor or coaches. (Refer to student manual
from OUP)
It is expected that the student follows the highest principles of academic hones
form of work that will be submitted should be their own or should have the w
others clearly documented and acknowledged. All students must be committed
principles of intellectual honesty and integrity. Once found responsible of an ac
dishonesty violation (cheating, fabrication, plagiarism, sabotage, participat
academically dishonest activities, facilitating academic dishonesty, etc.), a student
ACADEMIC INTEGRITY subjected to the University's rules and regulations which may result to a failing ma
expulsion from the university.
Cheating in quizzes, homework, and exams, as well as academic dishonesty in g
will not and never be tolerated. Any attempt at cheating in any requirement wil
the student an automatic grade of 5.00, and the case will be forwarded to the S
Disciplinary Council (SDC). Course withdrawals to avoid getting a grade of 5.0 in
cases will not be permitted. (Refer to Student Handbook)
CONSULTATION Due to this pandemic face to face consultation is not encouraged. To ensu

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instructor’s availability, schedule an appointment with the instructor. Consultation

mail is encouraged as well. Please state your question as completely as po
Consultation through phone will only be entertained if the student intr
himself/herself and follows courteous language. (Refer to faculty manual/ind
faculty teaching load)

If you are a student with special needs and require accommodations, you m
registered with the University’s Guidance and Counseling Office (GCO). Student
provide current documentation to GCO which identifies their special needs and n
accommodation(s). Students must meet instructors with appropriate notificatio
SPECIAL SERVICES GCO of the approved accommodation as early in the semester as possible. Yo
learn more about the services of the GCO by visiting its office.

Note: For other academic and student policy, please refer to the s
handbook/manual.

Prepared by: Reviewed: Endorsed for Utilization:

ANGEL RUBI D. CEPIDA.LPT ZENAIDA D. UMAYAN, PhD RENE B. REGASPI, EdD

Instructor I Program Chairperson Campus Director

Date: Date: Date:

Note: Accomplish Annex A

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Annex A

AGREEMENT BETWEEN FACULTY AND STUDENT

I, __________________________________________________________ with Home Address ______________________________________________________

officially enrolled student this ___________ A.Y. ________________ at President Ramon Magsaysay State University, agreed and sworn to adhere the academic
policies stipulated in the course syllabus and diligently comply with all the requirements of this course.

_______________________________________
(Student Signature over Printed Name/Date)

Witness:

______________________________________________________
(Parent’s/Guardian Signature Over Printed Name)

______________________________________________________
(Faculty Signature over Printed Name/Date)

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Note: Please return this accomplished form to the concerned faculty.

ANNEX B

RUBRIC FOR REFLECTION PAPER

EXCELLENT GOOD FAIR POOR
CRITERIA SCORE
10 7 4 1
Introduction The introductory The introductory paragraph The author has an The introductory
paragraph is well written it has a hook and attention interesting introductory paragraph is not
hook or attention of the grabber but that is ineffective, paragraph but the interesting and is not
audience This could be a clumsy, or incomprehensible connection to the topic is relevant to the topic.
powerful statement, a relevant Unsuitable to the reader. not clear.
quotation, statistic, or question
addressed to the reader.
Reflective The reflection explains the The reflection explains The reflection attempts to The reflection does not
Thinking student’s own critical thinking the student’s thinking demonstrate thinking address the student’s
and learning processes, as well about his/her own about learning but it is unclear thinking and/or learning.
as implications for future learning processes. about the personal learning
learning. process.
Analysis The reflection is an in- The reflection is an The reflection attempts to The reflection does not
depth analysis of the analysis of the learning analyze the learning move beyond a
learning experience, the value experience and the value experience but the value of the description of the
of the derived learning to self of the derived learning to learning to the learning experience.
or others, self or others student or others is
and the enhancement of the vague and/or unclear.
student’s
appreciation for the
discipline.
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Connection The reflection articulates The reflection articulates The reflection attempts to The reflection does not
multiple connections connections between articulate connections between articulate any connection
between this learning this learning experience and this learning experience and to other learning or
experience and content content from other content from other courses, experiences
from other courses, past courses, past learning past learning experiences, or
learning, life experiences experiences, and/or personal goals, but the
and/or future goals future goals connection is vague and/or
unclear.
Conclusion The conclusion is strong and The conclusion is The author's position is There is no conclusion -
leaves the reader solidly recognizable. The restated within the the paper just ends.
understanding the author's position is closing paragraph, but not
writer's position. restated within the first two near the beginning. The essay
Effective restatement of the sentences of the closing body is not
position statement begins the paragraph and is followed by a summarized.
closing paragraph and is summary of the essay body.
followed by an effective.
Timeliness The output is submitted on or The output is submitted within The output is submitted 1-2 The output is submitted 2-3
before deadline. 1 day (24 hours) after the days (25-48 hours) after the days (49-72 hours) after the
deadline. deadline deadline.
TOTAL _/70

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RUBRIC FOR GROUP FORUM

EXCELLENT GOOD FAIR POOR
CRITERIA SCORE
10 7 4 1
Critical Discussion postings display an Discussion postings display an Discussion postings repeat and Discussion postings show little
Analysis excellent understanding of the understanding of the required summarize basic, correct or no evidence that readings
required readings and readings and underlying information, but do not link were completed or understood.
(Understanding underlying concepts including concepts including correct use readings to outside references, Postings are largely personal
of Readings correct use of terminology. of terminology and proper relevant research or specific opinions or feelings, or "I
and Outside Postings integrate an outside citation. real-life application and do not agree" or "Great idea," without
References) resource, or relevant research, consider alternative supporting statements with
or specific real-life application perspectives or connections concepts from the readings,
(work experience, prior between ideas. Sources are not outside resources, relevant
coursework, etc.) to support cited. research, or specific real-life
important points. Well-edited application.
quotes are cited appropriately.
No more than 10% of the
posting is a direct quotation.
Participation in Discussion postings actively Discussion postings contribute Discussion postings sometimes Discussion postings do not
the Learning stimulate and sustain further to the class’s ongoing contribute to ongoing contribute to ongoing
Community discussion by building on peers’ conversations as evidenced by conversations as evidenced by conversations or respond to
responses including — affirming statements or — affirming statements or peers' postings. There is no
— building a focused argument references to relevant research references to relevant research evidence of replies to
around a specific issue or or, or, questions.
— asking a new related — asking related questions or, — asking related questions or,
question or — making an oppositional — making an oppositional
— making an oppositional statement supported by any statement supported by any
statement supported by personal experience or related personal experience or related
personal experience or related research. research.
research.
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Etiquette in Written interactions on the Written interactions on the Some of the written Written interactions on the
Dialogue with discussion board show respect discussion board show respect interactions on the discussion discussion board show
Peers and sensitivity to peers' and interest in the viewpoints board show respect and disrespect for the viewpoints of
gender, cultural and linguistic of others. interest in the viewpoints of others.
background, sexual orientation, others.
political and religious beliefs.
Quality of Written responses are free of Written responses are largely Written responses include Written responses contain
Writing and grammatical, spelling or free of grammatical, spelling or some grammatical, spelling or numerous grammatical,
Proofreading punctuation errors. The style punctuation errors. The style punctuation errors that distract spelling or punctuation errors.
of writing facilitates of writing generally facilitates the reader. The style of writing does not
communication. communication. facilitate effective
communication.
Timeliness The output is submitted on or The output is submitted within The output is submitted 1-2 The output is submitted 2-3
before deadline. 1 day (24 hours) after the days (25-48 hours) after the days (49-72 hours) after the
deadline. deadline deadline.
TOTAL _/50
https://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html

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RUBRIC FOR INFOGRAPHIC DESIGN

EXCELLENT GOOD FAIR POOR
CRITERIA SCORE
10 7 4 1
Content Displayed at least 5 facts in Displayed at least 4 facts in Displayed at least 3 facts in Displayed at least 2 facts in
Infographics. The topic or Infographics. The topic or idea was Infographics. The topic or idea Infographics. The
idea of infographic was somewhat broad and did not allow was narrow and did not allow topic/purpose of the
clear and concise viewer to understand the purpose. viewer to understand the infographic was not clear and
purpose. concise.
Graphic and Selection, Shape, Color, Selection, Shape, Color, Sizes and Selection, Shape, Color, Sizes Selection, Shape, Color, Sizes
Visuals Sizes and arrangement of arrangement of graphics are eye and arrangement of graphics and arrangement of graphics
graphics contribute catching and contribute some are present but do not are distracting or misleading.
meaning to the overall meaning. contribute to the meaning.
message.
Creativity Provide some elements Provide some elements, but do not No additional elements are Provide some elements, but
such as picture or maps, enhance the infographics. provided. not relevant to the topic of
are incorporated to enhance infographic.
the infographics.
Timeliness The output is submitted on The output is submitted within 1 The output is submitted 1-2 The output is submitted 2-3
or before deadline. day (24 hours) after the deadline. days (25-48 hours) after the days (49-72 hours) after the
deadline deadline.
TOTAL _/40

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RUBRIC FOR VIDEO VLOGGING

EXCELLENT GOOD FAIR POOR
CRITERIA SCORE
10 7 4 1
Content Appropriate, engaging, Appropriate and respectful to Vlogs and comments done, but Vlogs not engaging, are
quality reflective, and respectful to others. Vlogs have a purpose or lacks engagement, analysis or irrelevant, or are difficult to
others. Vlogs are in-depth, main topic about reading and is substantial reflection, or may follow in meaning
analytical, reflective, make reflective. be off topic.
a point and make
connections beyond the
text.
Speech and Vlog has originality and Speech is fluent. Vlog may contain Vlog may contain several Vlog may contain significant
Grammar flair, emphasizing important one or two errors in grammar; errors in grammar; errors may errors in grammar; errors may
points; contains no errors in errors do not impede viewer's impede viewer’s cause confusion for the viewer.
grammar. understanding. understanding. Speech lacks Speech is choppy without
fluency. complete sentences or clear
topic.
Video Quality Video is well lit and frames Video is well lit and frames the Video is fairly well lit within Camera may be jerky, making
subject appropriately. subject within the frame without minimal movement. Subject is it difficult to view, poorly lit, or
Editing enhances excessive movement. usually within the frame subject not clearly in video.
cohesiveness of vlog.
Sound Quality Sound is clear and volume Vlog is understandable and volume Vlog somewhat difficult to hear Vlog is difficult to hear or is
is appropriate. is appropriate. or is occasionally too loud. too loud.
Timeliness The output is submitted on The output is submitted within 1 The output is submitted 1-2 The output is submitted 2-3
or before deadline. day (24 hours) after the deadline. days (25-48 hours) after the days (49-72 hours) after the
deadline deadline.
TOTAL
https://www.rcampus.com/rubricshowc.cfm?code=HXW6823&sp=true

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RUBRIC FOR PERSONAL FITNESS WORKOUT VIDEO

EXCELLENT GOOD FAIR POOR
CRITERIA SCORE
10 7 4 1
Creativity/ Project is turned on or Project is turned in on or before Project is turned in on or Project is turned in late and
Punctuality before the due date and the due date and is somewhat before the due date, but displays no creativity.
exemplifies the student's creative. displays little or no creativity.
own creative twist.
Presentation Explanation was very The video was spoken so most Some could hear the Video, Some could hear the Video,
clear, and it was explained could hear, somewhat organized. not very organized. not very organized.
very clearly, organized
very well
Research Video utilizes many fitness Video utilizes some fitness terms Video utilizes few fitness terms Video utilizes no fitness terms
terms and concepts and and concepts and identification of and concepts and identification and concepts and
identification of major muscles and muscles groups. of muscles and muscles identification of muscles and
muscles and all muscles groups. muscles groups.
groups.
Information Displayed knowledge of all Exemplified knowledge of at least 3 Displayed knowledge of 2 or Displayed knowledge of 1 or
4 aspects of a workout. aspects of a workout more aspects of a workout more of the aspects of a
workout.
Demonstrated knowledge Demonstrated knowledge of at Demonstrated knowledge of 3
of all 5 components of least 4 components of fitness. or more components of fitness Demonstrated knowledge of
fitness and how to 2 or more components of
improve each. fitness.
Timeliness The output is submitted The output is submitted within 1 The output is submitted 1-2 The output is submitted 2-3
on or before deadline. day (24 hours) after the deadline. days (25-48 hours) after the days (49-72 hours) after the
deadline deadline.
TOTAL _/50
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=Q522AC

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RUBRIC FOR ELECTRONIC JOURNAL OR DAIRY

EXCELLENT GOOD FAIR POOR
CRITERIA SCORE
10 7 4 1
Content Reflection demonstrates a Reflection demonstrates some Reflection demonstrates Reflection lacks critical
Reflection high degree of critical degree of critical thinking in limited critical thinking in thinking. Superficial
thinking in applying, applying, analyzing, and/or applying, analyzing, and/or connections are made with
analyzing, and evaluating evaluating key course concepts and evaluating key course concepts key course concepts and
key course concepts and theories from readings, lectures, and theories from readings, course materials, activities,
theories from readings, media, discussions activities, lectures, media, discussions, and/or assignments
lectures, media, and/or assignments. Connections activities, and/or assignments
discussions activities, made through explanations, Minimal connections made
and/or assignments. inferences, and/or examples. through explanations,
Insightful and relevant inferences, and/or examples.
connections made through
contextual explanations,
inferences, and examples.
Descriptive Using excellent visual and Using strong visual and sensory Using fair visual and sensory Using little to no visual and
sensory images; vivid images; good description of object, images; fair description of sensory images; little to no
description of object, a a person, or an event which was object, a person, or an event description of object, a
person, or an event which significant to your character. which was significant to your person, or an event which
was significant to your character. was significant to your
character. character.
Narrative Excellent detailing of a Strong detailing of a significant Fair detailing of a significant Little to no detailing of a
significant event including event including setting, characters, event including setting, significant event including
setting, characters, time time sequence, brief plot, and characters, time sequence, setting, characters, time
sequence, brief plot, and dialogue. brief plot, and dialogue. sequence, brief plot, and
dialogue. dialogue.

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Writing Quality Well written and clearly Above average writing style and Average and/or casual writing Poor writing style lacking in
organized using standard logically organized using standard style that is sometimes unclear standard English, clarity,
English, characterized by English with minor errors in and/or with some errors in language used, and/or
elements of a strong grammar, punctuation, usage, and grammar, punctuation, usage, frequent errors in grammar,
writing style and basically spelling. and spelling. punctuation, usage, and
free from grammar, spelling. Needs work.
punctuation, usage, and
spelling errors.
Personal Conveys strong evidence Conveys evidence of reflection on Conveys limited evidence of Conveys inadequate evidence
Growth of reflection on own work own work with a personal response reflection on own work in of reflection on own work in
with a personal response to the self-assessment questions response to the self- response to the self-
to the self-assessment posed. Demonstrates satisfactory assessment questions posed. assessment questions posed.
questions posed. personal growth and awareness Demonstrates less than Personal growth and
Demonstrates significant through some inferences made, adequate personal growth and awareness are not evident
personal growth and examples, insights, and challenges. awareness through few or and/or demonstrates a
awareness of deeper Some thought of the future simplistic inferences made, neutral experience with
meaning through implications of current experience. examples, insights, and/or negligible personal impact.
inferences made, challenges that are not well Lacks enough inferences,
examples, well developed developed. Minimal thought of examples, personal insights
insights, and substantial the future implications of and challenges, and/or future
depth in perceptions and current experience. implications are overlooked.
challenges. Synthesizes
current experience into
future implications.
Timeliness The output is submitted The output is submitted within 1 The output is submitted 1-2 The output is submitted 2-3
on or before deadline. day (24 hours) after the deadline. days (25-48 hours) after the days (49-72 hours) after the
deadline deadline.
TOTAL _/60
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=R8X759&

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PHYSICAL FITNESS TEST PERFORMANCE STANDANRD

(Intended for College Students with the Age Group of 18-25 Years Old)
STANDING LONG JUMP
SCORE STANDARD INTERPRETATION
5 201cm and above Excellent
4 151cm – 200cm Very Good
3 126cm – 150cm Good
2 101cm – 125cm Fair
1 55cm – 100cm Needs Improvement
https://www.youtube.com/c/PhysicalEducationVideosForAll

ZIPPER TEST
SCORE STANDARD INTERPRETATION
5 Fingers overlapped by 6cm and above Excellent
4 Fingers overlapped by 4 – 5.9cm Very Good
3 Fingers overlapped by 2 – 3.9cm Good
2 Fingers overlapped by 0.1 – 1.9cm Fair
1 Just touch the finger Needs improvement
0 Gap of 0.1 or wider Poor
https://www.youtube.com/c/PhysicalEducationVideosForAll

SIT AND REACH

SCORE STANDARD INTERPRETATION
5 61cm and above Excellent
4 46 – 60.9cm Very Good
3 31 – 45.9cm Good
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2 16 – 30.9cm Fair
1 0 – 15.9cm Needs Improvement
https://www.youtube.com/c/PhysicalEducationVideosForAll

40 METER SPRINT FOR

STANDARD
SCORE INTERPRETATION
BOYS GIRLS
5 <4.0sec. <4.5sec. Excellent
4 4.1 – 5.4 sec. 4.6 – 4.9sec. Very Good
3 5.5 – 6.5sec. 6.0 – 7.0sec. Good
2 6.6 – 7.5 sec 7.1 – 8.1sec Fair
1 >7.6sec >8.2 Needs Improvement
https://www.youtube.com/c/PhysicalEducationVideosForAll

PUSH UP
STANDARD
SCORE INTERPRETATION
BOYS GIRLS
5 33 and above 21 and above Excellent
4 25 – 32 16 – 20 Very Good
3 17 – 24 11 - 15 Good
2 9 – 16 6 – 10 Fair
1 1–8 1-5 Needs Improvement
0 Cannot Execute Cannot Execute Poor
https://www.youtube.com/c/PhysicalEducationVideosForAll

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BASIC PLANK
SCORE STANDARD INTERPRETATION
5 51sec and above Excellent
4 46 – 50 sec Very Good
3 31 – 45 sec Good
2 16 -30 sec Fair
1 1 – 15 sec Needs improvement
Note: Maximum of 90 seconds for boys and girls
https://www.youtube.com/c/PhysicalEducationVideosForAll

3 MINUTE SIEP TEST

STANDARD
SCORE INTERPRETATION
BOYS GIRLS
5 ≤82bpm ≤88bpm Excellent
4 83 – 94bpm 89 – 103bpm Very Good
3 95 – 104pm 104 – 116bpm Good
2 105 – 118bpm 117 – 128bpm Fair
1 ≥119 ≥129 Needs Improvement
https://www.youtube.com/c/PhysicalEducationVideosForAll

STICK DROP TEST

SCORE STANDARD INTERPRETATION
5 0 – 2.4cm Excellent
4 5.08 – 10.16cm Very Good
3 12.70 – 17.78cm Good
2 20.32 – 25.40cm Fair
1 27.94 – 30.48cm Needs improvement

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0 Did not catch Poor

SCORING: Record the middle of the three score (example: If the scores are 21, 18, and 19; the middle is 19). In case where the
two scores are the same (example: 18, 18 and 25), the repeated score shall be recorded.
https://www.youtube.com/c/PhysicalEducationVideosForAll

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References

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=R8X759&

https://www.youtube.com/c/PhysicalEducationVideosForAll

https://www.studocu.com/ph/document/university-of-the-philippines-system/nursing/rubric-reflection-paper/11338622?
fbclid=IwAR3dBGgDT2iwIFKE2jOiy5Z9lqMMs_Z-i3MVCr9lM7ewzeObVIYrRsq7t54

https://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html

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