lOMoARcPSD|16225051

Pathfit 4 (2ND SEM-2ND YR)

Physical Activity towards Health and Fitness (Don Honorio Ventura Technological State
University)

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 lOMoARcPSD|16225051

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 4: 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,
continuous innovation service and productivity functions.
CORE VALUES: Excellence, Professionalism and Good Governance

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

Outdoor & Adventure Activities
Course Code PATHFit 4 Course Title
Menu Offering: Dance

Credit Units 2 Course Pre-/Co-requisites None

Revision No. of Times Revised: 0 Date Revised: N/A
This class begins with an overview of human anatomy as it relates to dance movement, along with various injury-prevention techniques and
standard dance terms. Nutrition and fluid intake will also be presented. A large portion of the introductory, beginning classes are devoted to
stretching and conditioning, emphasizing proper placement and technique. In the beginning, relatively little class time is spent on combination's.
Course Description
As the class progresses and the students become more familiar with the basic stretches, isolation, and walks, more focus and time can be shifted
to combinations. Beginning combinations will be kept simple, with the stress on clean technique and repetitions. Students will start slowly and
then progress to faster and varied tempos. Student projects will include a critical book review, one dance critique, and one performance with
summation.
Program Intended Learning Active and Health Living
Outcomes (PILO) This outcome is achieved through the adaptation of Traditional and Recreational games to physical activity pursuits.
1. Adapt traditional and social dances to physical activities pursuits that are health-enhancing and personally rewarding.
2. Monitor progress and evaluate achievement of personal fitness and dietary goals.
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.

After studying this course, you should be able to:

 understand and have practi experience of creating opportunities for learners to develop dance skills
Course Intended Learning
 understand safe dance practice
Outcomes (CILO)
 understand and have practical experience of giving feedback

 Promote discussion and debate about dance issues throughout the dance curriculum.

I. Course Design Matrix

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

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 TEXTBOOK/
TEACHING AND ASSESSMENT OF GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES AND VALUES TIME
LEARNING LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE STRATEGIES INTEGRATION TABLE
ACTIVITIES OUTCOMES (GAD)
MATERIALS
(ALO)
rediscovering patriotism  show respect
amongst new generation. regardless of
Through these dance gender
activities students, and  reduce barriers
can harness Mental in developing a
(creativity), Physical personal and
(exercise), Social academic
(camaraderie), and success created
Emotional (character by sexism
building) development.  recognize gender
issues arising from
Assess individual health their different
status social position
and
gender roles.
 Identify what are  Skills Related  Discussion Method Teacher-led Quiz  use non- sexist Efficient 2nd Week
the Skills Related Component discussion words Togetherness
Component of each  Origin Integrity
dance Excellence
 Appreciate the
history
of each dance
 Display respect for  Discussion and  Group  PAR-Q  reduce barriers in Integrity 3rd to 8th
others’ diversity and  Types of Dances Demonstration Method Discussion and  Participation developing a Excellence Week
abilities interaction on personal and Community
 Apply knowledge a. Aerobic  Performance performance academic success Societal
and task task in created by sexism
understanding in dance dancing.  use non- sexist Responsibility
dance, describing b. Modern  Accomplishm words Carefulness
how they are dance ent of Physical  show respect Holistic
significant to c. Hiphop dance Activity Log regardless of Involvement
maintaining fitness  Tutting gender
 Demonstrate an  Wacking
understanding of the  Crumping
benefits of dance. d. Contemporar
 Manage the skills y dance
and
health related
component

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appropriate to the
different types o
dance.
MIDTERM EXAMINATION Perform one specific  use non- sexist Integrity 9th Week

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 TEXTBOOK/
TEACHING AND ASSESSMENT OF GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES AND VALUES TIME
LEARNING LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE STRATEGIES INTEGRATION TABLE
ACTIVITIES OUTCOMES (GAD)
MATERIALS
(ALO)
type of dance. words Excellence
 show respect Community
regardless of Societal
gender Responsibility
 reduce barriers Efficient
in developing a Accuracy
personal and
academic
success created
by sexism
 Recognize gender
issues arising from
their different
social position and
gender roles.

 Perform various basic  International  Discussion and  Group  PAR-Q  use non- sexist Efficient 10th to
dance steps in Folkdance Demonstration Method Discussion and  Participation words Accuracy 16th week
international interaction on  show respect Togetherness
folkdance as a a. Foxtrot  Performance performance regardless of Carefulness
physical activity b. Cha-cha task task in gender Holistic
towards health and c. Swing dancing.  Recognize gender Transparency
fitness d. Rumba  Accomplishm issues arising from Accountability
 Identify what are the e. Jive ent of their different Involvement
Physical
skill related f. Waltz Activity Log social positions Volunteerism
components of g. Tango Pro activeness
dance.
 Apply knowledge
and
understanding in
international
folkdance, describing
how they are
significant to
maintaining fitness
 Demonstrate proper
movements involved
in dancing

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 Display respect for

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 TEXTBOOK/
TEACHING AND ASSESSMENT OF GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES AND VALUES TIME
LEARNING LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE STRATEGIES INTEGRATION TABLE
ACTIVITIES OUTCOMES (GAD)
MATERIALS
(ALO)
others’ diversity and
abilities
 Display enjoyment of
physical activity
through modelling,
leadership and high-
level participation
Evaluate a personal 1. Health Eating Habits Discussion Method  Lecture and Food log  use non- Involvement 17th Week
food log based on a) Nutrients, their discussion evaluation sexist words Volunteerism
dietary functions and  Record-keeping  show Efficient
recommendations recommended of food log respect Accuracy
 Interpret food intake (food regardless Responsibility
labels accurately pyramid) of gender
 Critique health b) Eating
claims of food practical (fad
products and diets)
popular dietary
practices
 Evaluate a 4-day
food log based on
the Philippine food
pyramid
FINAL Perform one 18th Week
EXAMINATION specific
International/
Foreign Folk
Dance.

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

10%

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Requirements
✓ Attendance & complete PE attire

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 ✓ Physical Activity Readiness Questionnaire 10%
✓ Leadership and Creativity 10%
✓ Midterm Examination 25%
✓ Food Log 10%
✓ Physical Activity Log 10%
✓ Final Examination 25%
100%

Prepared by:

EDITHA B. QUIBOLOY, LPT

Instructor I

ASHLEY L. MIRANDA, LPT

Instructor I

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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