Republic of the Philippines

DON HONORIO VENTURA STATE UNIVERSITY

Villa de Bacolor, Pampanga

ACADEMIC YEAR 2019-2020

FIRST SEMESTER
All Collegiate Programs
Outcomes-Based Teaching and Learning Plan in PATHFit 3: Menu of Dance, Sports, Martial arts, Group Exercise, Outdoor and Adventure
Activities

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, service
continuous innovation and productivity functions.
CORE VALUES: Excellence, Professionalism and Good Governance

Menu of dance, Sports, Martial Arts, Group Exercise,

Outdoor & Adventure Activities
Course Code PATHFit 3 Course Title
Menu Offering: Traditional and Recreational Games

Credit Units 2 Course Pre-/Co-requisites None

Revision No. of Times Revised: 0 Date Revised: N/A
This is a program utilizing an array of Philippine Traditional and Recreational games which promotes outdoor play and aims to provide a better
alternative to online computer, multimedia games and the like. It involves the development of physical skills such as strength, flexibility,
Course Description endurance, speed, agility and power, coupled with mental workout through strategy formulation, capped with emotional expansion and social
awareness. Through skills, training, exercise drills, game play and independent or self-directed PAs, fitness levels will be enhanced. In
conjunctions with this, fitness level, PA participation and dietary/ eating patterns are evaluated to monitor one’s progress and achievement of
personal fitness and dietary goals
Active and Health Living
This outcome is achieved through the adaptation of Traditional and Recreational games to physical activity pursuits.
1. Adapt recreational and traditional games to physical activities pursuits that are health-enhancing and personally rewarding.
Program Intended Learning
2. Monitor progress and evaluate achievement of personal fitness and dietary goals.
Outcomes (PILO)
3. Maintain a health- enhancing level of fitness throughout the programs as be able to collect and analyze personal fitness data.
4. Practice empathy, fair play, discipline; show respect for differing abilities through interpersonal communication skills and emotional
regulation during PA participation.

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 Advocacy and Action
INDIVIDUAL LEVEL. This outcome is achieved through periodic evaluation of the learner’s (a) physical activity levels, (b) fitness levels, and
(c) dietary/eating patterns. Such evaluation is aimed at enhancing awareness and personal responsibility for making healthy choices (i.e., taking
action).
COMMUNITY LEVEL. The learner is provided with and/or seeks opportunities for participation in and/or lead (e.g. organize) physical activity-
related events (e.g. intramurals, PA-based clubs, fitness and wellness activities, etc.). These opportunities enable the learner to interact with and
positively influence others (i.e. advocacy).
Outcomes
1. Devise, apply, and appraise a range of strategies to improve their own physical activity performances and those of others.
2. Enhance and advocate for one’s personal and others’ fitness, safety and well-being through physical activity participation and/or
leadership.
3. Promote practical and creative interventions that will create community connection and contribute to the health and well-being of the
school and/or larger community.
Upon completion of the course, the students should be able to:
1. Facilitate different recreational and traditional activities.
2. Practice discipline and confidence;
3. Assess a physical activity log and personal food log based on dietary recommendations beneficial to one’s body;
Course Intended Learning 4. Play the recreational and traditional games;
Outcomes (CILO) 5. Display the value of fair play, empathy, respect for others’ abilities and diversity by understanding how these can influence their
interaction with others;
6. Devise and apply a range of strategies to improve one’s physical activity performance and those of others
7. Enhance and advocate for one’s personal and other’s fitness, safety and wellness through physical activity participation and/or
leadership.

I. Course Design Matrix

TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER VALUES
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING TIME
LEARNING SENSITIVENESS INTEGRATI
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES TABLE
ACTIVITIES (GAD) ON
MATERIALS (ALO)
At the end of the session,  Content of the DHVTSU Code Brainstorming 1. Policies and Oral assessment During the discussion Transparency 1st week
the students should be Syllabus Creative Self- course syllabus seen and other aspects of the Effective
able to:  Course Orientation Student Handbook Presentation and signed by instruction, the Integrity
 To strengthen Filipino Department Policies students following will be Excellence
culture focused on the  PAR-Q observed:
advocacy of reviving  use non- sexist
Filipino games as tools for words
rediscovering patriotism  show respect
amongst new generation. regardless of gender

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Through these outdoor  reduce barriers in
activities students, and developing a
can harness Mental personal and
(creativity), Physical academic success
(exercise), Social created by sexism
(camaraderie), and  recognize gender
Emotional (character issues arising from
building) development. their different social
position and gender
Assess individual health roles.
status
 Define Traditional and Traditional and  Calixihan, J. O, Discussion Method Teacher-led Quiz  use non- sexist Efficient 2nd Week
Recreational Games Recreational games (2010). Games discussion with words Togetherness
 Identify the different  Origin of Traditional filipino play. drills and practice Integrity
recreational and and Recreational Manila. Anvil Excellence
traditional games games Publishing, Inc.
 Discuss the  Different examples of
importance of Traditional and
recreational and Recreational games.
traditional games
 Identify what are the  Skill Related  Lopez, M. L,  Group  PAR-Q  reduce barriers in Integrity 3rd to 8th
skill related Components (2001). A study of Discussion and  Participation developing a Excellence Week
components of each  Traditional Games Philippine games. interaction on personal and Community
game  Origin Quezon City. UP  Performance Traditional academic success Societal
 Play the different Press task Games created by sexism Responsibility
Traditional and a. Tumbang Preso  Accomplishm  use non- sexist Carefulness
Recreational games b. Patintero ent of words Holistic
 Facilitate different c. Luksong lubid Physical  show respect Involvement
Traditional and d. Kadang-kadang Activity Log regardless of
Recreational games e. Agawang panyo gender
 Display respect for f. Piko
others’ diversity and g. Tug of War
abilities
 Appreciate the history
of each
 Apply knowledge and
understanding
traditional games,
describing how they
are significant to
maintaining fitness
 Demonstrate an
understanding of the

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 benefits of outdoor
activities
 Manage the skills
related component
appropriate to the
different traditional
games
MIDTERM Physical Activity  use non- sexist Integrity 9th Week
EXAMINATION Log words Excellence
 show respect Community
regardless of gender Societal
 reduce barriers in Responsibility
developing a Efficient
personal and Accuracy
academic success
created by sexism
 Recognize gender
issues arising from
their different social
position and gender
roles.

 Perform various  Recreational  Bartolome, C.  Group  PAR-Q  use non- sexist Efficient 10th to
Recreational games Games C, (1957). Discussion and  Participation words Accuracy 16th week
as a physical activity a. Maria went to Philippine interaction on  show respect Togetherness
towards health and market recreation  Performance Recreational regardless of Carefulness
fitness b. Hoop Hop task Games gender Holistic
games.
 Identify what are the Showdown  Accomplishm  Recognize gender Transparency
c. Dodge ball Quezon City. Accountability
skill related ent of issues arising from
components of each d. Catch the snake's Phoenix Involvement
Physical their different
game tail game Publishing Activity Log social positions Volunteerism
House
 Apply knowledge and e. Chinese Garter Pro activeness
understanding f. Limbo rock
traditional games,
describing how they
are significant to
maintaining fitness
 Demonstrate proper
movements involved
in plying
 Display respect for
others’ diversity and
abilities
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  Display enjoyment of
physical activity
through modelling,
leadership and high-
level participation
Evaluate a personal food 1. Health Eating Habits Discussion Method  Lecture and Food log  use non- sexist Involvement 17th
log based on dietary a) Nutrients, their discussion evaluation words Volunteerism Week
recommendations functions and  Record-keeping  show respect Efficient
 Interpret food labels recommended of food log regardless of Accuracy
accurately intake (food gender Responsibility
 Critique health claims pyramid)
of food products and b) Eating practical
popular dietary (fad diets)
practices
 Evaluate a 4-day food
log based on the
Philippine food
pyramid
FINAL 18th
EXAMINATION Week

Note: This course design is flexible and may include additional topics and activities deemed necessary by the teacher.

Requirements
 Attendance & complete PE attire 10%
 Physical Activity Readiness Questionnaire 10%
 Exercise Technique Assessment 10%
 Leadership and Creativity 10%

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  Midterm Examination 25%
 Food Log 10%
 Final Examination 25%
100%

Prepared by:

ROWELL E. CRUZ, LPT JEWEL ANN M. DE GUZMAN, LPT EMERSON Q. FERNANDO, LPT
Instructor I Instructor I Instructor I

LYNDO V. FONTANILLA, LPT ALLYSON ALVEAR T. LACSON, LPT ASHLEY L. MIRANDA, LPT
Instructor I Instructor I Instructor I

ROE VINCENT S. OVEJAS, LPT MYCA C. PINEDA. LPT PAUL JUSTIN D. PINEDA, LPT
Instructor I Instructor I Instructor I

EDITHA B. QUIBOLOY, LPT CHRISTIAN D. SINIO, LPT MICHAEL M. VALERIO, LPT

Instructor I Instructor I Instructor I

LUWY R. VALENZUELA, LPT, MAED.

Instructor 1

Noted:

JUMEL C. MILLER, Ph. D.

Chairperson

Approved:

RIZA B. LINTAG, Ed. D.

Dean, College of Education
In-charge, Institute of Physical Education

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