Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City

COLLEGE OF EDUCATION

Syllabus of Instruction in MPE 5

PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY
First Semester, A. Y. 2019-2020

NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

PANANAW
Ang NEUST ay Pamantasan ng Agham at Teknolohiyang matugunin sa pambansang pangangailangan, napapanahon, at kinikilala sa daigdig.

NEUST MISSION
To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international
communities.

LAYON
Makalinang ng mga bagong kaalaman at teknolohiya, at baguhing-anyo ang yamang katauhan upang maging mabungang mamamayan na magdadala ng kaunlaran
at pagbabago sa pambansa at pandaigdigang pamayanan.

COLLEGE GOALS

1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the local and international communities.
7. Pursue lifelong learning for personal and professional growth.
Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education
PROGRAM GOAL

The BPEd is a four-year program aimed at equipping graduates with the competencies to meet the psychomotor, cognitive and affective needs of learners.

PROGRAM OUTCOMES SPECIFIC TO BSED (PO)

1. Disciplinal knowledge: Apply scientific and evidence-based practices critical to the educational and learning processes.
2. Movement and Competency and Proficiency:
a. Demonstrate skillful performance in a variety of physical activities.
b. Adapt performance to a variety of physical activity setting: (e.g. formal classes, recreational, and competitive)
3. Curriculum and Program Planning, Implementation, Monitoring and Evaluation:
a. Critically examine the curriculum (e.g. content, pedagogy and assessments)
b. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings.
c. Monitor and evaluate physical activity programs in school and/or non-school settings.
d. Use appropriate assessments in, as and for student or client learning.
e. Use information, media and technology in pedagogy and for lifelong learning.
4. Professional Accountability and Responsibility:
1. Demonstrate firm work/professional ethics.
2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession.
4. Pursue lifelong learning for personal and professional development.
5. Communication:
a. Communicate effectively with PE practitioners, other professionals and stakeholders.
b. Use oral, written, and technology formats deftly.

Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education
 I. PRELIMINARIES
A. Curriculum Program : BACHELOR OF PHYSICAL EDUCATION (BPEd)
B. Course Code : MPE 5
C. Course Title : Physiology of Exercise and Physical Activity
D. Credit Unit :3
E. Time Duration : 5 hours per week (2 hours lecture and 3 hours laboratory) for a total of 90 hours per semester
F. Pre-requisite : MPE 2

II. COURSE DESCRIPTION

The course covers a study of the physiology of exercise and physical activity in relation to different components that has been necessary for the enhancement
of physical skills that has been acquire through properly selected physical activities and different exercises.
It also provides an understanding of the physiological responses of the body to the acute and chronic stresses of exercise and training stimuli and the adaptations
that result to student maturity in terms of selection of movement for exercises and physical activity. It also introduces the students to a deeper understanding
and appreciation in the importance and benefits of exercise and physical activity.

III. COURSE OUTCOMES

CO1 Identify the different exercises and physical activity.
CO2 Become familiar with the different exercises and physical activity.
CO3 Distinguish the different types of physical activity for kids and adults.
CO4 Identify the various types of physical activity and importance of exercise.
CO5 Stimulate the thinking powers of the students in selecting and creating their own exercises and physical activity for specific sports and games.
CO6 Acquire skills in different exercise and physical mechanism that has been applicable to use.

IV. STUDENT OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES (POs)

STUDENT OUTCOMES PROGRAM OUTCOMES

PO1 PO PO PO4 PO5 PO6
2 3
1. Acquired knowledge on the meaning of human physiology and its relation to sports. √
2. Recognized the importance of physiology in sports, games, and physical education. √ √
3. Identified the benefits of exercise physiology and its relationship to sports. √ √ √
4. Acquired knowledge on the definition and importance of physical activities. √ √ √

Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education
 V. COURSE OUTCOMES AND RELATIONSHIP TO STUDENT OUTCOMES

COURSE OUTCOMES STUDENT OUTCOMES

SO1 SO2 SO3 SO4
CO1 Identify the different exercises and physical activity. / / / /
CO2 Become familiar with the different exercises and physical activity. / /
CO3 Distinguish the different types of physical activity for kids and adults. / /
CO4 Identify the various types of physical activity and importance of exercise. / /
CO5 Stimulate the thinking powers of the students in selecting and creating their own exercises and physical activity for / / /
specific sports and games.
CO6 Acquire skills in different exercise and physical mechanism that has been applicable to use. / /

VI. COURSE CONTENT

Course Orientation – University’s Vision and Mission, Institutional Graduate Attributes (IGA), College Goals, Program Outcomes, Course and
Student Outcomes, Course requirements and Evaluation Criteria (3 hours)

Assessment Tools
Course Time Intended Learning Outcomes Teaching Learning
Learning Unit/Topic (AT PPST Domain
Outcom Allotment (ILO PPST Domain Complied) Activities/Strategies
Complied)
e
CO1 Unit I. PHYSIOLOGY
At the end of the unit, the students are able to:
1. Basic concept of Physiology 1. Describe the basic concept of Physiology. Lecture-Discussion Quizzes
2. Meaning of Human 7 hours 2. Understand the meaning of Human Physiology. Brainstorming Daily performance
Physiology Classify the importance of Physiology in relation to sports. Hands-on application
3. Importance of Physiology in Exercises
Sports

CO1; Unit II. PHYSIOLOGY OF

CO2 EXERCISE At the end of the unit, the students are able to:
1. Discuss the basic concept of Exercise. Lecture-Discussion Quizzes
1. Overview of Exercise 20 hours 2. Identify the nature of Physiology of Exercise. Brainstorming Daily performance.
2. Nature of Physiology of 3. Distinguish the importance of Physiology in Sports and Hands-on application
Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education
 Exercise Games. Exercises
3. Importance of Exercise 4. Recognize the importance of Physiology in Physical Education. Individual/Dual/ Group
Physiology in Sports and 5. Apply the different Exercise Physiology that suited in selected Performance
Games sports and games
4. Importance of Physiology in
Physical Education

CO3; Unit III. BENEFITS OF

CO4; EXERCISE At the end of the unit, the students are able to:
CO5 1. Identify the health benefits of exercise. Lecture-Discussion Quizzes
1. The Health benefits of 20 hours 2. Describe the benefits of exercise physiology Brainstorming Daily performance
Exercise 3. Understand the physiology of sports and exercise Hands-on application
2. Benefits of Exercise 4. Initiate the different exercises that applicable to physiology Exercises
Physiology of sports Individual/Dual/ Group
3. Physiology of Sports and Performance
Exercise

CO4; Unit IV. PHYSICAL

CO5 ACTIVITY At the end of the unit, the students are able to:
1. Describe the definition of physical activity. Lecture-Discussion Quizzes
1. Definition of Physical Activity 20 hours 2. Identify the importance of physical activity. Brainstorming Daily performance.
2. Importance of Physical Activity 3. Discuss the list of physical examples Hands-on application
3. List of Physical Examples 4. Select the list of physical activity that enable to use in daily Exercises
4. List of Physical Activity activity Individual/Dual/ Group
5. Apply the different physical activity for them to enhance a Performance
healthy-living habits.

CO5; Unit V. BENEFITS OF

CO6 PHYSICAL ACTIVITY At the end of the unit, the students are able to:

1. Facts of Physical Activity 1. Describe the facts of physical activity. Lecture-Discussion Quizzes
2. Types of Physical Activity 20 hours 2. Classify the types of physical activity. Brainstorming Daily performance
3. Physical Activity for Kids 3. Identify the different physical activity for kids. Hands-on application
4. Physical Activity guideline for 4. Translate the guidelines for the physical activity for adults. Exercises
adults 5. Execute the different types of physical activity. Individual/Dual/ Group
Performance

Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education
 VII. COURSE REQUIREMENTS AND GRADING CRITERIA
A. Course Requirements
Active class participation in each lesson
Group sharing/discussions/presentations
Presentation of Different Performances
Quizzes and Exams
Assignments/Activities
Term Paper/Requirements
Classroom Teaching Demonstration
(No students shall be given special exam/quiz except for valid reason)

B. Grading System
Quizzes (Written/Oral)………………………………………………………….….. 40%
Recitation/Activities/Assignments/Requirements………………………30%
Term Examination……………………………………………………………………...30 %
TOTAL…………………………………………………………………………………..……100%

VIII. REFERENCES
BOOKS
Graber, Kim C., et.al. (2013). Physical Education and Activity for Elementary Classroom Teachers. ISBN 978-0-7674-1277-3
Rizzo, Donald C. (2012). Study Guide to Accompany Anatomy and Physiology: The Fundamentals. ISNB 978-981-4410-17-5
Sanders, Tina et.al. (2007). Student Workbook for Essential of Anatomy and Physiology, 5th Edition. F.A. Davis Company

ONLINE RESOURCES:
www.google.com
www.online Etymology Dictionary
www.zapmata.ws/ws?q
www.ncbi.nlm.nih.gov/pmc/articles/PMC1424733
www.humankinetics.com.
www.luther.edu/hpe/majors/exercise.
https://biologydictionary.net/exercise-physiology/#types-of-exercise-physiology
Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education
Prepared by: Noted: Approved:

MPE 5 INSTRUCTORS JENIFFER L. AMARANTO, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, BPE Program Dean, College of Education