DARAGA COMMUNITY COLLEGE

Salvacion, Daraga, Albay

MODULE 3: HEALTH AND PHYSICAL EDUCATION:

STRANDS AND SUB-STRANDS

Subject Code: MC PEH

Subject Title: TEACHING PE and HEALTH IN THE ELEMENTARY GRADES

Module Description:
This module will help us to understand the Health and Physical Education
curriculum is organised by two strands: Personal, Social and Community Health, and Movement
and Physical Activity. Each strand contains content descriptions which are organised under three
sub-strands.

Expected Outcomes:
At the end of this module, you are expected to:

 Understand the different aims and rationale of

Health and Physical Education Curriculum.
 Identify the different strands of Health and Physical Education Curriculum.
 Describe the goals of what the children should learn as they progress
through their school life.
 Apply the different learning strategies in teaching PE and Health in the
elementary grades in other learning areas.
PRE-TEST
 On the space sprovided: Give your idea about the “WHEEL OF WELL-BEING”.

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Hi! How did you find the test?

Hello! How are you? I want you to feel relaxed as we
start to learn the factors affecting the participation in
sports and physical activities. Are you ready? I hope
you are doing well and fine today. LESSON 3: HEALTH
AND PHYSICAL
EDUCATION:
STRANDS AND SUB-STRANDS

Strands and sub-strands

Strands Personal, Social Movement and Physical

and Community Activity
 Health
Sub- Being healthy, safe and active
The curriculum focuses on supporting
students to make decisions about their own
strands health, safety and wellbeing and on
developing the knowledge, understanding
and skills to support students to be resilient.
It also enables them to access and
understand health information and
empowers them to make healthy, safe and
active choices. In addition, the content
explores personal identities and emotions,
and the contextual factors that influence
students’ health, safety and wellbeing.
Students also learn about the behavioral
aspects related to regular physical activity
and develop the dispositions required to be
an active individual.
Communicating and interacting for health
and wellbeing
The curriculum develops knowledge,
understanding and skills to enable students
to engage critically with a range of health
focus areas and issues. It also helps them
apply new information to changing
circumstances and environments that
influence their own and others’ health, safety
and wellbeing.
Contributing to healthy and active
communities
The curriculum develops knowledge,
understanding and skills to enable students
to analyze contextual factors that influence
the health and wellbeing of communities
critically. The content supports students to
access information, products, services and
environments to take action to promote the
health and wellbeing of their communities.
Moving the body
The curriculum lays the important early foundations of
play and fundamental movement skills. It focuses on
the acquisition and refinement of a broad range of
movement skills. Students apply movement concepts
and strategies to enhance performance and move with
competence and confidence. Students develop skills
and dispositions necessary for lifelong participation in
physical activities.
Understanding movement
The curriculum focuses on developing knowledge and
understanding about how and why the body moves and
what happens to bodies when they move. While
participating in physical activities, students analyze and
evaluate theories, techniques and strategies that can
be used to understand and enhance the quality of
movement and physical activity performance. They
explore the place and meaning of physical activity,
outdoor recreation and sport in their own lives, and
across time and cultures.
Learning through movement
The curriculum focuses on personal and social skills
that can be developed through participation in
movement and physical activities. These skills include
communication, decision-making, problem-solving,
critical and creative thinking, and cooperation. The
skills can be developed as students work individually
and in small groups or teams to perform movement
tasks or solve movement challenges. Through
movement experiences, students develop other
important personal and social skills such as self-
awareness, self-management, persisting with
challenges and striving for enhanced performance.
They also experience the varied roles within organized
sport and recreation.
THE FOCUS AREA
The Health and Physical Education curriculum contains twelve focus areas. The focus areas provide
the context through which the Content Descriptions and Achievement Standards are taught and
assessed.

It should be noted that the focus areas are not discrete topics. This means that when designing
teaching and learning programs, a teacher may draw on more than one focus area, for example a
unit of work titled circus may include the focus areas of rhythmic and expressive movement
activities, fundamental movement skills and safety or a unit focusing on developing resilience may
draw on the focus areas of alcohol and other drugs, relationships and sexuality as well as mental
health and wellbeing.

Advice about the inclusion of the focus areas across the bands is provided in Figure 2
(below) and the band descriptors. It is expected that each focus area identified in each band
description contribute substantially to the health and physical education teaching and learning
program for that particular band of learning. Decisions about specific timing for when each focus
area will be taught within the two-year band are the responsibility of schools and teachers. Planning
decisions should take into account local needs, school values and beliefs, available resources,
students’ readiness and community priorities.

Alcohol and other drugs addresses a range of drugs, including prescription drugs, bush and
alternative medicines, energy drinks, caffeine, tobacco, alcohol, illegal drugs and performance-
enhancing drugs. The curriculum supports students to explore the impact drugs can have on
individuals, families and communities.

Food and nutrition addresses the role of food and nutrition in enhancing health and wellbeing. The
curriculum supports students to develop knowledge, understanding and skills to make healthy,
informed food choices and to explore the contextual factors that influence eating habits and food
choices.

Health benefits of physical activity addresses the influence and impact regular physical activity
participation has on individual and community health and wellbeing. The curriculum supports
students to develop knowledge, understanding and skills to make active choices and to explore the
range of influences on physical activity participation and choices.

Mental health and wellbeing addresses how mental health and wellbeing can be enhanced and
strengthened at an individual and community level. The curriculum supports students to develop
knowledge, understanding and skills to manage their own mental health and wellbeing and to
support that of others.

Relationships and sexuality addresses physical, social and emotional changes that occur over time
and the significant role relationships and sexuality play in these changes. The curriculum supports
students to develop knowledge, understanding and skills to support them to establish and manage
respectful relationships. It also supports them to develop positive practices in relation to their
reproductive and sexual health and the development of their identities. In doing so, students will gain
an understanding of the factors that influence gender and sexual identities.
Safety addresses physical, social and emotional safety issues that students may encounter in their
daily lives. The curriculum supports students to develop knowledge, understanding and skills to
make safe decisions and behave in ways that protect their own safety and that of others. It includes
situations and places such as school, home, on roads, outdoors, near and in water, parties, online,
first aid, relationships and dating, personal safety and uncomfortable situations.

Active play and minor games addresses how students move and use their bodies to develop,
practice and refine motor skills, balance, strength and coordination. Active play can occur indoors or
outdoors, alone or with peers and can involve manipulation of objects or engagement with music or
the environment. Through minor games, students are challenged to practice skills, including social
skills, in a simple game situation.

Challenge and adventure activities addresses how individuals participate in a variety of physical

activities designed to challenge them physiologically, behaviorally and socially in diverse contexts
and environments.
Challenge and adventure activities include initiative games, movement challenges (as
individuals and in teams or groups), recreational activities in natural and outdoor settings and
navigational challenges.

With access to specialized facilities and equipment and relevant teacher expertise, these activities
can also include bushwalking, camping, biathlon and triathlon, martial arts, rock climbing, canoeing
and kayaking, mountain biking, BMX, road and track cycling, surfing, skiing, and swimming for
performance.

Fundamental movement skills addresses the development of fundamental movement skills that

provide the foundation for competent and confident participation in a range of physical activities
which include:
 locomotor and non-locomotor skills - rolling, balancing, sliding, jogging, running, leaping,
jumping, hopping, dodging, galloping, skipping, floating and moving the body through water to
safety
 object control skills - bouncing, throwing, catching, kicking, striking.
Games and sports address the development of movement skills, concepts and strategies through a
variety of games and sports. The games and sports focus area builds on learning in active play and
minor games and fundamental movement skills.

Lifelong physical activities address how participation in physical activity can enhance health-
related fitness and wellbeing across the lifespan and includes individuals and group fitness activities
and active recreation activities. With access to specialized facilities, equipment and expertise, these
activities can also include swimming, tai chi, yoga, Pilates, bushwalking, recreational cycling and
resistance training.

Rhythmic and expressive movement activities addresses how movement can be composed and
performed in response to stimuli such as equipment, beats and sounds, images, words or themes
and includes creative movement, movement exploration and dance.

Across the Health and Physical Education curriculum, from Foundation to Level 10, the focus areas
that must be addressed in each band of learning are indicated in Figure 2 below.

Focus area Foundation 1–2 3–4 5–6 7–8 9–10

Alcohol and other drugs Yes, including a focus on the Yes, including a focus on the Yes Yes Yes Yes
 (AD) safe use of medicines safe use of medicines

Food and nutrition (FN) Yes Yes Yes Yes Yes Yes

Health benefits of Yes Yes Yes Yes Yes Yes

physical activity (HBPA)

Mental health and Yes Yes Yes Yes Yes Yes

wellbeing (MH)

Relationships and Yes, including a focus on Yes, including a focus on Yes Yes Yes Yes
sexuality (RS) relationships relationships

Safety (S) Yes Yes Yes Yes Yes Yes

Active play and minor Yes Yes Yes Yes —  —

games (AP)

Challenge and adventure  —  — Yes Yes Yes Yes

activities (CA)

Fundamental movement Yes Yes Yes Yes  —  —

skills (FMS)

Games and sports (GS)  —  — Yes Yes Yes Yes

Lifelong physical  —  — Yes Yes Yes Yes

activities (LLPA)

Rhythmic and expressive Yes Yes Yes Yes Yes Yes

activities (RE)

Figure 2: Focus areas across the learning continuum

Achievement standards
In Health and Physical Education, students’ progress along a curriculum continuum that provides the
first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10. 

A 'Towards Foundation Levels A to D' curriculum is provided for students with disabilities or
additional learning needs in this curriculum area.
FOUNDATION
Students learn through active play, and practise fundamental movement skills. They learn about how
their body is growing and changing, about their strengths, how to be healthy, safe and active, and about
respectful relationships with others.

Typically students will:

 Use their strengths to help

 Others name trusted people in their community, who can help them stay safe and healthy
 Describe emotions of people who are happy, sad, excited, tired, angry, scared or confused
 Group foods into ‘eat always’ and ‘eat sometimes’
 Move in different speeds and directions, be aware of others and follow rules
 Play games from different cultures
 Move in time with a partner when music is played.

YEARS 1-2
Health and Physical Education Students start to learn more about themselves and explore their abilities.
Through physical play with and without equipment, they learn skills like problem-solving and
persistence, and become more confident and cooperative.

Typically, students will:

 Practise what to do and how to get help when they feel uncomfortable or unsafe
 Talk about similarities and differences in families
 Talk about actions that make the classroom a healthy, safe and active place
 Recognise and practise various emotional responses
 Learn simple movement skills and understand how their body reacts to physical activity
 Learn to take turns, share equipment and include others in games and activities.

YEARS 3-4
Students learn about changes they experience as they grow up, valuing difference in others. They
developed more complicated movement skills.

Typically, students will:

 Talk about challenge, risk success and failure, and how these affect the way they see themselves
 Keep themselves and others safe and healthy in and out of the classroom
 Build positive relationships and become more aware of emotions
  Understand their own family background and value all people and cultures including their own.
 Play games in a range of outdoor places
 Improve their skills in different activities.
 Use rules, scoring tactics, fair play and teamwork.
 Approved:

YEARS 5-6
Students become even more connected with their peers and the world around them.
They learn what influences them, how relationships change over time and how to promote health. They
develop more complex movement skills.

Typically, students will:

 Learn skills for coping with puberty

 Learn skills to establish and manage respectful relationships including dealing with friendships
 Understand how media and important people in their lives influence them.
 Experience and learn about roles and responsibilities in teams
 Develop their ability to participate in outdoor activities and learn how this can support well
being
 Learn how to find out places they can get reliable information or help about health, safety and
well-being
 Develop more specialized skills for games, sports and other physical activities and play games
from their own and other cultures.

SELF-CHECK
 ACTIVITY 1
Direction: Give the positive and negative effects of the two
strands of Health and Physical Education in a growing
school children?

What are the main differences between Personal, Social and Community
Health and Movement and Physical Activity ?

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Physical Education and Health 1, Jun C. Allave

Physical Activity Recommendations for Different Age Groups | Physical Activity | DNPAO | CDC

Health and Physical Education - Rationale and Aims - Victorian Curriculum (vcaa.vic.edu.au)
 POST-TEST
Direction:

To help you understand the lesson today, I would like you to CREATE YOUR
OWN “ WHEEL of WELL-BEING” which you can use as activity in teaching Physical
Education and Health.

Congratulations on finishing the

supplementary learning module! You have just had
an amazing learning journey and for sure, you will
have the same in the succeeding modules.
,

Prepared By:

DEXTER R. STO. DOMINGO Ed.D

INSTRUCTOR
 DARAGA COMMUNITY COLLEGE
Salvacion, Daraga, Albay

MODULE 4:
CREATING LESSON PLAN FOCUSING ON THE STRANDS
AND SUB-STRANDS IN PHYSICAL AND HEALTH
EDUCATION
Objectives:
1. Create a lesson plan applying strategies of the different strands in teaching
Physical Education and Health in the elementary grades.

SELECT A TOPIC FROM THE TABLE AS YOUR GUIDE IN CREATING YOUR

LESSON PLAN

Alcohol and other drugs  Food and Nutrition

Safety Health benefits of physical activity

Active play and minor games  Lifelong physical activities

Rhythmic and expressive movement activities  Fundamental Skills

LESSON PLAN IN PE and HEALTH

I. Objectives:
 .

1.
2.
3.

II. Subject Matter: Select topic from the table above

Materials:
Reference: Use modules in elementary

III. Procedures:
A. Pre-Activity

B. Motivation

C. Presentation of the Lesson

D. Activity

E. Generalization
IV. Evaluation
V. Assignment