Republic of the Philippines

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

San Juan Mexico, Pampanga

ACADEMIC YEAR 2018-2019

FIRST SEMESTER
All Collegiate Programs
Outcomes-Based Teaching and Learning Plan in PHED 112: Movement Enhancement

VISION of DHVTSU: The lead university in producing quality individuals with MISSION of DHVTSU: DHVTSU commits itself to provide an environment conducive to
competent capacities to generate knowledge and technology and enhance continuous creation of knowledge and technology towards the transformation of students into
professional practices for sustainable national and global competitiveness through globally competitive professionals through the synergy of appropriate teaching, research,
continuous innovation service and productivity functions.
CORE VALUES: Excellence, Professionalism and Good Governance

Course Title Movement Enhancement Course Code PHED 112

Credit Units 2 Course Pre-/Co-requisites None
Revision No. of Times Revised: 0 Date Revised: N/A
This course provides training in different movement patterns and core engagement in conjunction with principles of healthy eating and a
Course Description
physically active life. Students will be able to adapt and transfer the movement competency in different contexts (i.e. use of training equipment).
Active and Healthy Living
1. Access, synthesize and evaluate information on:
 Healthy eating and fitness behaviors, products, and services;
 Risks associated with physical activity; Fitness and physical activity assessment results, and
 Activity patterns throughout the lifespan.
 Personal, cultural, and social factors that motivate or inhibit healthy choices about physical activity and nutrition behaviors to enhance
Program Intended Learning one’s capacity to take responsibility for oneself.
Outcomes (PILO) 2. Apply concepts such as fair play, empathy, respect for others’ abilities and diversity by understanding how these can influence their
interaction with others.
3. Participate in moderate to vigorous physical activities in accordance with national and global recommendation for physical education
Advocacy and Action
1. Devise, apply, and appraise a range of strategies to improve their own physical activity performances and those of others.
2. Propose practical and creative interventions that will create community connection and contribute to the health and well-being of the school
and/or larger community.
 At the end of this course, the students should be able to:
1. comprehensively discuss the nature of tertiary physical education through the understanding of its rationale, legal foundations, goals and
context, and program standards;
2. determine one’s fitness level to serve as bases for customized fitness programs
Course Intended Learning
3. show proficiency in identifying and executing fundamental movement concepts
Outcomes (CILO)
4. identify and execute proficiently various stretching techniques
5. establish a strong foundation of knowledge on proper nutrition for weight loss and gain
6. practice proper behavior towards planning, conduct, and evaluation of exercise programs
7. develop a comprehensive fitness and wellness program for an adopted community applying the various principles of exercise

I. Course Design Matrix

TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
ACTIVITIES (GAD)
MATERIALS (ALO)
At the end of the lesson, Class/Course Orientation DHVTSU Code Discussion Method  Thorough Recitation During the discussion Self Confidence 1st week
the students should be  Vision, Mission, and discussion of the and other aspects of
able to: Core Values Student Student Handbook the instruction, the Rapport
1. internalize and  Class Rules and Handbook  Creative following will be
demonstrate the Regulations explanation of the observed:
vision, mission, core  Content of the Course rules and  use non- sexist
values of the Syllabus regulation words
university  Innovative  show respect
2. manifest awareness presentation of regardless of
of the class rules and their gender
regulations understanding on  reduce barriers in
3. be familiar with the the VMGO developing a
contents of the course personal and
syllabus academic success
created by sexism
 recognize gender
issues arising
from their
different social
position and
gender roles.
 TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
ACTIVITIES (GAD)
MATERIALS (ALO)
At the end of the lesson, Chapter 1: Commission on Discussion Method Develop a concept Formative and Avoid discrimination, Appreciation 2nd week
the students should be Introduction to the Tertiary Higher Education. map to organize the Summative provide equal Discipline
able to: Physical Education Policies, students’ Assessment opportunity to all and
1. internalize the  Rationale, Background, Standards and understanding of the respect their
rationale and legal and Legal Bases Guidelines on the concepts of Tertiary understanding of the
foundations of  Integrated Purposes of Implementation of Physical Education topic
tertiary physical the General, Higher and Tertiary Physical
education Physical Education Education
2. critically recognize  Goals and Context of Courses.
the significance of Physical Education
tertiary physical  Tertiary PE Program
education among Standards
college-aged students
3. link the present
physical education in
college from the
previous Health-
optimizing Physical
Education program of
DepED senior high
school

At the end of the lesson, Chapter 2: Miller, D. K. Demonstration Method Accomplishment of Formative and Introduce norms for Appreciation 3rd to 4th
the students should be Revisiting Fitness Status of (2006). Discussion Method the PAR-Q Summative evaluation of the Resourcefulness week
able to: College-aged Students Measurement by Assessment fitness test results Patience
1. perform fitness tests  Health-related Fitness the physical Demonstration of the available for both Perseverance
to measure and Components educator: why field test males and females Cooperation
health- and skill-  Skill-related Fitness and how Fifth Team work
related fitness tests Components Edition. Mc Training of testing Honesty
2. interpret fitness tests Graw-Hill assistants Responsibility
using determined Education (Asia) Time
norms Orientation with the Management
accomplishment of
score card

Performance of fitness
tests
 TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
ACTIVITIES (GAD)
MATERIALS (ALO)
At the end of the lesson, Chapter 3: Vergara, L.A. Discussion Execution of the Formative and Discourage Appreciation 5th to 6th
the students should be The Science of Human (n.d.). Movement Demonstration fundamental Summative subjectivity on issues Resourcefulness week
able to: Movement education: a Cooperative Learning movement concepts Assessment that concern personal Patience
1. Revisit the musculo-  Fundamental Movement physical characteristics Perseverance
skeletal system of the Concepts education
body as foundations  Movement Education curriculum model.
for a better  Movement (Presentation).
understanding of Fundamentals Center for the
human movement  Movement Concepts Professional
2. Establish appreciation  General Factors affecting Advancement of
of the fundamental Movement Educators, Inc.
concepts of
movement and
various factors
affecting it
At the end of the lesson, Chapter 4: Nelson, A.G. & Discussion Method Performance of the Formative and Provide opportunities Self-respect 7th to 8th
the students should be The Anatomy of Stretching Kokkonen, J. J. Demonstration Method stretching exercises Summative for individual Appreciation week
able to:  Types of Stretching (2007). Stretching Practice and Drill Assessment differences in terms
1. identify and  Benefits of Stretching anatomy. USA: Design personal of their ability to
differentiate the  General Human Kinetics stretching program perform various
different types of Recommendations based on needs and stretching activities
stretching  Stretching Programs supportive of the one’s
2. manifest appreciation  Neck flexibility level
of the benefits of  Shoulders, Back and
starting a physical Chest
activity with a  Arms, Wrists, and
stretching Hands
3. obtain understanding  Lower Trunk
of the general  Hips
recommendations in  Knees and Thighs
the stretching  Feet and Calves
4. design stretching
programs for a
particular use (i.e.
exercise
programming)
MIDTERM EXAMINATION 9th week
 TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
ACTIVITIES (GAD)
MATERIALS (ALO)
At the end of the lesson, Chapter 5: American College Brainstorming Develop one’s Formative and Observe equality on Diligence 10th to
the students should be Principles of Exercise of Sports Collaborative Learning personal exercise Summative students participation Responsibility 12th week
able to:  Components of the Medicine. (2010). programming applying Assessment on class discussion Patience
1. Design a personal Exercise Training ACSM’s the FITT principle
training program Session guidelines for
applying the FITT  The FITT Principle of exercise testing
principle Exercise and prescription.
8th ed.
At the end of the lesson, Chapter 6: Williams, M.H. Think-Pair-Share Development of a Formative and During the course of Patience 13th and
the students should be Weight Loss and (2007). Nutrition Collaborative weight loss plan Summative discussion, the Perseverance 14th week
able to: Maintenance through for health, fitness Discussion Assessment students shall respect Honesty
1. Prepare a weight loss Proper Nutrition and & sport. 8th ed. one’s ideas/opinion Responsibility
plan through proper Exercise New York City: and tactfulness
eating and exercise  Basics of Weight Control McGraw-Hill should be observed
 Behavior Modification during instruction
 Dietary Modifications
 Exercise Programs
 Comprehensive Weight-
Control Programs
At the end of the lesson, Chapter 7: Williams, M.H. Think-Pair-Share Development of a Formative and Respect for Patience 15th and
the students should be Weight Gain through (2007). Nutrition Collaborative Learning weight gain program Summative personality and equal Perseverance 16th week
able to: Proper Nutrition and for health, fitness Assessment opportunities to all Honesty
1. Prepare a weight gain Exercise & sport. 8th ed. concern Responsibility
plan through proper  Basic Considerations New York City:
eating and exercise  Exercise Considerations McGraw-Hill
 Nutritional
Considerations
At the end of the lesson, Chapter 8: American College Discussion Determine one’s Formative and Discourage Respect for others 17th week
the students should be Motivational Trends in
of Sports Case Study Analyses motives to physical Summative subjectivity on issues Humility
able to: Exercise Medicine. (2010). activity participation Assessment that concern personal Perseverance
1. assess one’s motive  Societal Trends inACSM’s by accomplishing the characteristics Patience
for physical activity Physical Activityguidelines for PALMS questionnaire
participation  Theories of Motivation
exercise testing
and prescription.
8th ed.
FINAL TERM EXAMINATION (Develop a comprehensive fitness and wellness program in the form of a project proposal for a nearby adopted community.) 18th week
Note: This course design is flexible and may include additional topics and activities deemed necessary by the teacher.
 II. Criteria for Grading
 Course Outcomes 30%
 Quizzes 20%
 Major Examinations 30%
 Attendance 20%
TOTAL 100%

III.Other Requirements
 Portfolio
 Individual Presentations
 Group Presentations

Prepared by:

JOSEPH ALEXANDER B. VELAYO

Instructor I

Recommending Approval:

AGNES R. REGALA, MA.Ed

Assistant Professor II

Approved:

Jovita G. Rivera, Ph. D.

Director, Mexico Campus