College of Teacher Education

GPE 4 – Course Syllabus

COURSE INFORMATION
1. Course Number : GPE 4
2. Course Name : Physical Activities Toward Health and Fitness 2
3. Course Description : This course provide physical activities for the purpose of optimizing health and fitness.
Students will choose from the menu of course offering Dance, Sports and Outdoor and adventure
activities.
4.
5. Pre-requisite : GPE 1, GPE 2, GPE 3
6. Co-requisite : none
7. Credit : 2.0 units
8. Class schedule : 2 hours per week
9. Program Educational Objectives (PEO) of BEED/BSED:
Three to five years after graduation, the BEED/BSED/BPE graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development,
teaching approaches, and ethical considerations;
C. Demonstrate effective communication skills and ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.

Student Outcomes (SO) of BSED/BEED/BPE and their links to PEO

PEO
Upon graduation, the BSED/BEED/BPE students are expected to:
A B C D
 SO a* Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological,

and political contexts
 SO b Demonstrate mastery of subject matter/discipline 
 SO c Facilitate learning using a wide range of teaching methodologies in various types of environment. 
 SO d Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse

learners
 SO e Apply skills in the development and utilization of ICT to promote quality, relevant, and

sustainable educational practices
 SO f Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
 
processes and outcomes
 SO g Practice professional and ethical teaching standards sensitive to the local, national, and global
 
realities
 SO h Pursue lifelong learning for personal and professional growth through varied experiential and

field-based opportunities
 SO i* Apply scientific and evidence-based practices critical to the education and learning processes 
 SO j* Demonstrate skillful performance in a variety of physical activities  
 SO k Adapt performance to a variety of physical settings: (e.g. formal classes, recreational, and
 
competitive)
 SO l Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and 
enhance (e.g. innovate) them necessarily
 SO m Plan and implement safe and effective physical activity programs to address the needs of 
individual and groups in school and/or non-school settings
 SO n Monitor and evaluate physical activity programs in school and/or non-school settings 
 SO o Use appropriate assessments in, as and for student or client learning 
 SO p Cultivate solidarity by working and dealing with/relating to other harmoniously 
 SO q Promote the advancement of profession by making sense of and getting involved in current

discourse that impact on the profession
 SO r Communicate effectively with PE practitioners, other professionals and stakeholders 
 SO s Use oral, written, and technology formats deftly  

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 College of Teacher Education
GPE 4 – Course Syllabus
Note: * SO being addressed in this course

10. Course Outcomes (CO) of BPE *** and their links to SO

SO
Upon completion of the course, the BPE students are
expected to:
a b c d e f g h i J k l m n o p q r S
 CO 1 Understand the value of teamwork, as well I I I
as group collaboration in group games
 CO 2 Discuss the nature, history and I I I
development of basketball and volleyball
 CO 3 Perform dances such as swing, and line I I I
dance.

Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully

PPST’s domains, strands, and indicators targeted in this course

Course outcome Domain Strand Indicators for Beginning

Teachers
 Understand the value of Domain 1. Strand 1.1 1.1.1 Demonstrate content knowledge
teamwork and group Content Knowledge Content knowledge and its and its application within and/or
collaboration in group game. and Pedagogy application within and across across curriculum teaching areas.
curriculum areas.
 Discuss the nature, history and
developments of basketball and Domain 2. Strand 2.4 2.4.1
volleyball game. Learning Support for learner participation Demonstrate understanding of
Environment supportive learning environments that
 Perform dances like swing and line nurture and inspire learner
dance. participation

Domain 3. Strand 3.1 3.1.1

Diversity of Learners gender, needs, Demonstrate knowledge and
Learners strengths, interests and understanding of differentiated
experiences teaching to suit the learner’s gender,
needs, strengths, interest and
experiences.

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 College of Teacher Education
GPE 4 – Course Syllabus

Program Educational Objectives (PEO)

Vision: By 2022, a globally recognized
institution providing quality, affordable 1. Demonstrate updated and deep
and open education. knowledge of the subject matter
they teach.
2. Apply a wide range of teaching
Mission: Provide a dynamic and
process skills particularly on lesson
supportive academic environment
planning, materials development,
through the highest standards of
approaches and ethical
instruction, research and extension in a
considerations.
non-sectarian institution committed to
3. Demonstrate ethical
democratizing access to education.
responsibility in the teaching
profession.
Values: Excellence, Integrity, Honesty,
4. Engage in continuing professional
Innovation, Teamwork.
education and trainings.

Core Competency: “ Quality ,

Affordable, Open Education

Student Outcomes (SO)

Course Outcomes (CO)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, .

psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies in various types of 1. Understand the value of teamwork and
environment. group collaboration in group games.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and 2. Discuss the nature, history and development
sustainable educational practices of basketball and volleyball game.
f.Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and global 3. Perform dances like swing and line dances.
realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities
i. Apply scientific and evidence-based practices critical to the education and learning processes
j. Demonstrate skillful performance in a variety of physical activities
k. Adapt performance to a variety of physical settings: (e.g. formal classes, recreational, and
competitive)
l. Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and
enhance (e.g. innovate) them necessarily
m. Plan and implement safe and effective physical activity programs to address the needs of
individual and groups in school and/or non-school settings
n. Monitor and evaluate physical activity programs in school and/or non-school settings
o. Use appropriate assessments in, as and for student or client learning
p. Cultivate solidarity by working and dealing with/relating to other harmoniously
q. Promote the advancement of profession by making sense of and getting involved in current
discourse that impact on the profession
r.Communicate effectively with PE practitioners, other professionals and stakeholders
s. Use oral, written, and technology formats deftly

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 College of Teacher Education
GPE 4 – Course Syllabus

PPST Domain, Strands, and Indicators Targeted in this course

Course Outcome Domain Strand Indicators for

Beginning Teachers

 Understand the Domain 1 Strand 1.1 1.1.1 Demonstrate

value of Content Content knowledge content knowledge and
teamwork and Knowledge and and its application its application within
group Pedagogy within and across and/or across
collaboration in
curriculum areas curriculum teaching
group games.
areas.

 Discuss the Domain 2 Strand 2.4 2.4.1

nature, history Learning Support for learner Demonstrate
and Environment participation understanding of
developments supportive learning
of basketball environment that
and volleyball nurture and inspire
games learner participation

 Perform social Domain 3 Strand 3.1 3.1.1

dance such as Diversity of Learners gender, Demonstrate
swing and line learners needs, strengths, knowledge and
dances interest and understanding of
experiences differentiated teaching
to suit the learner’s
gender, needs,
strength, interest and
experiences

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CO and Assessment task alignment

Assessment Task
CO Performance -based Assessment Coverage
Schedule
1. Understand the value of teamwork and Group Games
group collaboration in group games. First Exam Word games and Board Games
Performance test with
rubric

2. Discuss the nature, history and Team sports:

development of basketball and volleyball
game. Performance task Second Exam and Volleyball Game and Basketball
Third Exam Game

3. Perform dance like swing and line dance Dances

Performance test with Final Exam Swing and Line Dance

rubric

Assessment Task Details (Practice/Performance-based)

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Assessment Coverage Assessment Task Details
Schedule
Group Games  You will be playing with members of your family at least 3 of you. You must video record your
Word games and game.
First Exam Board Games Performance Task  You need to play 1-word game and 1 board game of your choice.
(100%)  You have to read the mechanics of the game before you start.
 You are to record the score in each game in a clean piece of paper and send it to the LMS.
Instruction in uploading your score and your video will be given in the LMS.
 You will be assessed according to the following criteria:
Ability to follow rules - 15 points
Observance of the game mechanics -15 points
Skill of the game -20 points
50 points
Volleyball  You are to perform the skills (hitting, serving) in volleyball using the drills given in your module
Second Exam Perform the basic pages
drills such as hitting the Performance Task  You will be playing with members of your family, at least with a partner.
ball, and serving (100 %)  You will video record your performance for each skill.
Pass it On  You will be assessed according to the following criteria:
Proficiency - 20 points
Ability in Performance - 15 points
Skill of the game -15 points
50 points
Basketball  You are to perform the skills (passing, dribbling, and shooting) in basketball using the drills given in
Perform the basic drills your module pages
Third Exam such as: Performance Task  You will be playing with members of your family, at least with a partner.
Passing, Dribbling and (100%)  You will video record your performance for each skill.
shooting  You will be assessed according to the following criteria:
Proficiency - 20 points
Ability in Performance - 15 points
Skill of the game -15 points
50 points
Fourth Exam  You will perform a dance either swing or line dance, you may watch a sample video of these dance
Dance in “Youtube” for your reference.
Performance Task  You will be given time to practice and memorize the dance.
(Swing and Line Dance) (100 %)  You will be dancing with any member of your family, your friends, or your neighbor.
 You will follow minimum health protocol of your LGU’s.
 You will follow the following guidelines:

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 The dance will be performed for a maximum of three minutes.
Costume is must be appropriate to the choice of dance. You may improvise if none is
available.
 You will be given a score according to the following criteria (see rubric attached):
Mastery – 20 points
Choreography – 20 points
Costume – 10 points

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 11. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Module 1: ATTITUDE MATTERS (pp. 1-8) UM Student Handbook
 Lecture/Discussion
Week 1  Classroom orientation (rules and (Google meet) Movement Enhancement UM
to 4 regulations; VMG, grading system) Module (2018) 1st Edition.
 Cooperative
 UM core values (IHETI) learning (LMS) Wuest, Deborah &Bucher, Charles
(2015). Foundation of Physical
Integrity Education, Exercise Science, and
 Oral questioning
Honesty Sport 18th Edition.
(Google meet)
Excellence
Teamwork Kenny, Larry, et. al. (2015).
 Assignment (LMS)
Innovation Physiology of Sport and Exercise 6th
Edition.
 UM Action Values  Open forum (LMS)
Cobar, Alvin George (2017). Physical
 UM 4G’s (galing, gawi, gawa, at gana)  Academic prompts Education for optimized health.
(LMS)
 Classroom Management https://boardgamegeek.com/board
 1st Preliminary Test game/29849/word-factory
 Word Games
Message Relay
Pinoy Henyo Game
Pick me and act me
Spell me
Corner Ball
 Board Games
Scrabble
Chess
Word factory

TOPICS FOR SECOND EXAMINATION

 Volleyball Game Scup Mylen (2019). The Sports Rules

History of the game  Lecture/Discussion Book. Human Kinetics
Week 5 (Google meet)
to 8 Game characteristics
 Research
Wuest, Deborah &Bucher, Charles
Facilities and Equipment’s
 Quiz (LMS) (2015). Foundation of Physical
 Court
Education, Exercise Science, and
 Net
 Assignment (LMS) Sport 18th Edition.
 Ball

 Open forum (LMS) https://www.kidzworld.com/article/

Service
4963-playing-volleyball/
 Underhand
 Overhead  Video presentation https://en.wikipedia.org/wiki/Volley
 Jump serve

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 ball
Mechanics of the Game  Academic prompts
http://www.volleyballadvisors.com/
(LMS)
Rules of the game how-to-play-volleyball.html

 2nd Preliminary
The Officials Test

Hand signals

TOPICS FOR THIRD EXAMINATION

Week 9  Basketball Game  Lecture/Discussion Scup Mylen (2019). The Sports Rules
to 12 History of the game (Google meet) Book. Human Kinetics

The original 13 Rules of Basketball  Performance task Wuest, Deborah &Bucher, Charles
(LMS) (2015). Foundation of Physical
Facilities and Equipment Education, Exercise Science, and
 Open Forum (LMS) Sport 18th Edition.
Players and substitutes
Antony, J, et.al (2021). Behavioral,
 Quiz (LMS)
physiological, and neural signatures
Playing Regulations
 Assignment (LMS) of surprise during naturalistic sports
viewing. Neuron, 109(2), 377-
Basic skills
390.e7.
 Dribbling  Multi-media
presentation (LMS) doi:http://dx.doi.org/10.1016/j.neur
on.2020.10.029
 Passing
 Bounce pass  3rd Preliminary Test
https://www.breakthroughbasketba
 Overhead pass
ll.com/basics/basics.html
 Chest pass
https://www.wikihow.com/Play-
 Shooting Basketball

Blocking Out and Rebounding

Referee’s Signals

TOPICS FOR FOURTH EXAMINATION

 Dance  Lecture/Discussion  Miriam Giguere (2014).

Basics of Dance (Google meet) Beginning Modenr Dance.
Week 13 Champaign, IL: Human
to 16  Swing  Performance task
Kinetics
The Evolution of Swing dance (LMS)
Basic steps in Swing
 Bedinghaus, Treva (2019).
Swing Style  Open Forum (LMS)
Ten basic ballroom dance
Other related to swing dance Genres
positions.
 Quiz (LMS)
https://www.liveabout.com

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  Line Dance  Assignment (LMS) /basic-ballroom-dance-
History of the line dance positions-4122681
Significance  Multi-media
Benefits presentation (LMS)
Characteristics
Basic steps in line dance  4th Preliminary Test
Styles in the dance

TEXTBOOK: Scup Mylen (2019). The Sports Rules Book. Human Kinetics.

REFERENCES:
 Wuest, Deborah &Bucher, Charles (2015). Foundation of Physical Education, Exercise Science, and Sport 18 th
Edition.
 Kenny, Larry, et. al. (2015). Physiology of Sport and Exercise 6th Edition.
 Price, K. (2020, Feb 28). Community festival rising from the ashes. The Standard Retrieved from
https://search.proquest.com/docview/2365540241?accountid=31259
 Wemer,Hoeger W.K (2017). 14th Ed.Lifetime Physical Fitness & Wellness: A personalized Program. Cengage
learning
 Let’s all dance at the people’s party. (2020, Feb 28). The Courier - Mail Retrieved from
https://search.proquest.com/docview/2365260177?accountid=31259

COURSE EVALUATION

Assessment Methods
Weights
EXAMINATIONS

A. Exam 1 – Multiple Choice 30%

Exam 2 & 3 – Performance

B. Final Exam – Multiple choice 30%

CLASS PARTICIPATIONS

C. Quizzes 10%

D. Oral Recitation 10%

E. Research Projects (Library work) 15%

F. Assignments 5%
POLICIES AND GUIDELINES
Total 100%
a. Attendance is counted from the first regular class meeting.
b. A validated student identification card and proper attire (jogging pants & white t-shirt) must always by worn
be all students while attending classes/video presentation.

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c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled.
e. Base-15 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

Prepared by: References Reviewed by:

LENZIEL G. TOLON, MAED BRIGIDA E. BACANI, MAED

Faculty AVP – LIC

Reviewed by: Recommending Approval:

IVY V. SINGSON, MAED JOCELYN B. BACASMOT, PhD

Program Head Dean, College of Teacher Education

Approved by:

PEDRITO M. CASTILLO II, Ed.D

AVP, Learning Innovation and Design

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