PATHFit 1 112

DON HONORIO VENTURA STATE UNIVERSITY CANDABA CAMPUS - College of Education
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Pasig, Candaba Pampanga, 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 ISO 9001: 2015 QMS-Certified dhvsucandabacampus@gmail.com
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing DHVSU-BC-IPE-OBTLCP-001

Revision No. 00
(All First Year Undergraduate Students) Semester 1st Semester
Academic 2020-2021
Institutional Vision, Mission, and Core Values Year
University Vision
DHVSU envisions of becoming one of the lead universities in the ASEAN Region in producing globally competitive professionals who are capable of creating, applying and
transferring knowledge and technology for the sustainable development of the humanity and society.
University Mission
DHVSU commits itself to provide a conducive environment for the holistic development of students to become globally competitive professionals through quality instruction
and services; innovation and research towards the sustainable development of society.
Core Values
• Professionalism
• Excellence
• Good Governance
Course Information
Course Code PATHFit 112 Course Title Movement Competency Training

This course reintroduces the fundamental movement patterns that consist of non-locomotor and locomotor skills, which are integrated with core
training to meet the demands of functional fitness and sports performance. Emphasis will be on exercise regression progression for the
Course Description enhancement of fitness and the adaptation of movement competencies to independent physical activity pursuits. In conjunction with fitness
concepts, exercise and healthy eating principles, periodic evaluation of one’s level of fitness and physical activity, as well as eating patterns will
be conducted to monitor one’s progress and achievement of personal fitness and dietary goals.
Course Credits / Units 2 units No. of Hours/week 2 hours/week
Pre-requisite/s None Co-requisite/s None
Course Classification Mandated Course Curriculum Basis
No. of Times Revised 1 Date of Revision September 01, 2020
Page 1 of 19
Course Structure
This course will adapt the Flexible Learning Approach, which means that Online and Offline Distance Education/ Learning modalities will compose the course structure. Students will
participate through varied online and offline strategies and media.
Program Outcomes
Specific to the College Service Physical Education (Tertiary PE Program Standards)
Access, synthesize and evaluate information on:

● healthy eating and fitness behaviors, products, and services;
● risks associated with physical activity; fitness and physical activity assessment results;
PO-001
● activity patterns throughout lifespan; and
Active and Healthy Living
● personal, cultural and social factors that motivate or inhibit healthy choices about physical activity and nutrition behaviors
to enhance one’s capacity to take responsibility for oneself.
Apply concepts such as fair play, empathy, respect for others’ abilities and diversity by understanding how these can influence
PO-002
their interaction with others
Participate in moderate to vigorous physical activities in accordance with national and global recommendation for physical
PO-003
education.
PO-004 Devise, apply, and appraise a range of strategies to improve their own physical activity performances and those of others.
Advocacy and Promotion Promote practical and creative interventions that will create community connection and contribute to the health and well-being of
PO-005
the school and/or larger community.
Page 2 of 19
Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students that will be
reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Identified Most Essential Learning Program Specialization Outcome 1 – Disciplinal Knowledge
Outcome/s (MELOs) Apply scientific and evidence-based practices to the educational and learning processes
If F2F is not feasible, use:  Asynchronous Learning  Synchronous Learning (e.g.
 Place-based learning  Distance/Blended Learning Webinar applications, Zoom,
 Project-based learning (PBL)  Digital and Non-Digital Platforms Google Meet, Webix, etc.)
 Modular approach (printed task  Print Media  Remote Learning thru Digital
Teaching and Learning Delivery Mode sheets, learning notes, etc.) Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
 Self-Assessment Checklist  Project-based Assignment  Online Examination
 Portfolio Assessment  Portfolio Assessment  Project-based Assessment
Assessment  Reflective Journals  Written Correspondence  Portfolio Assessment
 Use of Rubrics  Video Presentation of Individual  Reflection/Reaction Paper
Works  Video Presentation of Individual
Works
(Adopted from Vergara, 2020)
Page 3 of 19
Course Learning Outcomes Vis-à-vis Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
CLO-001 determine personal fitness from baseline (pre-test) levels; PO-004
CLO-002 demonstrate movement competence and confidence; PO-003
CLO-003 assess a personal food log based on dietary recommendations beneficial to one’s body; PO-001
CLO-004 execute the movement patterns properly; PO-003
display the value of fair play, empathy, respect for others’ abilities and diversity by understanding how these can influence their interaction with PO-002
CLO-005
others;
CLO-006 enhance and advocate for one’s personal and other’s fitness, safety and wellness through physical activity participation and/or leadership. PO-005
Course Design Matrix
INSTRUCTIONAL
INTENDED COURSE GENDER
DELIVERY DESIGN VALUES TIM
LEARNING CONTENT/ CL REF SENSITIVE
Face- Distance ASSESSMENT OF LEARNING OUTCOMES (ALO) INTEGRAT E
OUTCOMES SUBJECT Os /S NESS
to- Education/ ION TAB
(ILO) MATTER (GAD)
Face Learning LE
At the end of Vision, Mission, N/A Class policies understood and signed by the students During virtual Rapport Week
the session, the Core Values and for discussions 1
students can: Program this Accomplished Academic Integrity Form and other Self
Standards of Semes aspects of the Confidence
Formulate ways PATHFit ter Discussion of the Accomplished PAR-Q instruction,
to contribute to  The Syllabus the following
the attainment University will be
of the Vision, Teacher-facilitated observed:
University Mission and discussion of the  use non-
Vision, Mission, Core course content. sexist
Core Values, Values; words
and Program  Program Students will cite  show
Standards of Standards of their ways to respect
PATHFit PATHFit contribute their
Page 4 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
share in the regardless
Recognize the Contents of the attainment of the of gender
course Syllabus University’s  reduce
objectives, aspirations. barriers in
outcomes, Class Rules and developing
requirements, Academic a personal
and class Policies and
policies academic
Academic success
Clarify the Integrity Form created by
assessment sexism
tasks and Physical Activity  recognize
grading criteria Readiness gender
Questionnaire issues
(PAR-Q 2019) arising
from their
different
social
position
and gender
roles.
At the end of 1. Physical CL N/A Teacher- Emphasize Self Week
the session, the Fitness O for Managed ● PAR-Q peculiarities in Confidence s 2-4
students can: a) Fitness 001 this Teacher-led ● IPAQ the norms Honest
concepts Semes discussion through ● Health-related Fitness Tests used to Academic
Improve fitness and ter google meet, and interpret Integrity
from baseline assessme provide fitness test Discipline
(pre-test) levels nts module/instruction results
Page 5 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
● Perform b) Physical al video of fitness
fitness Activity test ● PA Vlog (Rubrics)
tests c) Exercise
properly variables Student-Managed Criteria %
● Interpret and Proper 50%
assessm principles ● Determine Execution of
ent (overload level of skills/exercises.
results; , readiness Narrative 25%
● Establis progressi through Report (explain
h and on, PAR-Q how to perform
monitor variety, ● Fitness test various
fitness specificit protocol exercises
goals y, warm- briefing properly)
relative up, cool and test Creativity on 25%
to down) proper video
standard presentation
s Total 100%
● Indepen ● Discussion
dently on PA
recommend ● PA Log (Rubrics)
participa
te in ations and
exercise/ Criteria %
physical
training Type 50%
activities
principle Activity
outside
(Depending
of online
on intensity.
class
Ex.Vigorous
Page 6 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
)
● Record- Narrative 25%
keeping: Report
PA log/PA Pictures with 25%
Vlog caption
Total 100%
At the end of 1. Activity- CL N/A Teacher- Checklist of activity specific skills (see rubrics attached) 5th-
the session, the specific O for Managed Use non- · 8th
students can: skills 002 this Present module sexist words Self Week
a) Non- Semes and instructional Confiden
Display locomoto ter video with drills ce
movement r skills and workouts
competence and ● CCST · ·
 Braci
confidence Student-Managed ● MCS1/ MCS Recognize Honesty
ng
Student will ● Exercise techniques gender
the
Adapt perform the issues ·
core Rubrics on the presentation of Activity-
fundamental activity-specific Criteria % arising Academi
 Dead specific skills Vlog (During the
movement skills under non- Content 30% from their c
bug Performance)
competencies in locomotor Delivery 20% different Integrity
series
an exercise Development of Compositio 20% social
 Rolli position ·
program ng vlogs during the n and
Organizatio Monthly Physical Activity Log and gender Disciplin
 Bird Activity-specific (Documentation)
n roles. e
Self-regulate by dog skills
identifying Creativity 20%
series ·
errors in skill Over-all 10%
 Press Patience
execution and Appeal
up, ·
correcting one’s Total 100 ·
scapu Show
%
Page 7 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
execution or lar
performance protra respect Excellenc
ction regardless e
and of age and
retrac gender ·
tion Accuracy
 Plank
Proactiveness
series
 Squat
series
b) Locomot CL N/A Honesty Week
or skills O for Teacher- Midterm Examination Recognize 9
 Crawl 003 this Managed gender Academic
and Semes Provide modules (Based on a prepared Table of Specifications covering course issues Integrity
creep ter and instructional content from Weeks 1- 9) arising
 Jumpi videos of from their Hard work
ng Locomotor and different
(and Non-Locomotor social
exercises. PA Vlog (Rubrics) position
landi
ng) and gender
Criteria %
series roles.
Student-Managed Proper 50%
 Linea Execution of
Performed
r skills/exercises.
warmup before the
move Narrative 25% ·
execution of
ments Report (explain Show
exercise to
(hop, how to perform respect
maximize the
skip, various regardless
performance and
leap
Page 8 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
or exercises
boun to prevent properly) of age and
d, unintended Creativity on 25% gender
leap, injuries. video
jog, presentation
run,  Showed Total 100%
and mastery in · Use
backp executing of Norms-
edal) Locomotor Standard
 Later and Non- PA Log (Rubics)
al Locomotor
move skills Criteria %
ments through Type 50%
(slide documentat Activity
, ion (PA (Depending
cross LOG). on intensity.
over, Ex.Vigorous
grape  Performed )
vine) proper Narrative 25%
execution Report
of Pictures with 25%
Locomotor caption
and Non- Total 100%
Locomotor
exercises in
various
activities
via video
Page 9 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
presentatio
n (PA
VLOG).
 Determined
the
appropriate
skills in
performing
different
exercises.
(Using the
Locomotor
and Non-
Locomotor
exercises.
Compose a
Tabata
Workout).
c) Mobility CL N/A
training O for Teacher- PA Vlog (Rubics)
 Ankle 004 this Managed
 Hip Semes Provide modules Criteria %
 T- ter and instructional Proper 50%
spine videos of Execution of
Locomotor and skills/exercises.
 Verti
Page 10 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
cal Narrative 25%
pull Non-Locomotor Report (explain
and exercises. how to perform
push various
 Liftin exercises
g and Student-Managed properly)
throw Performed Creativity on 25%
ing warmup before the video
execution of presentation
exercise to Total 100%
maximize the
performance and
to prevent
unintended
injuries.
PA Log (Rubrics)
 Showed
mastery in Criteria %
executing Type 50%
Locomotor Activity
and Non- (Depending
Locomotor on intensity.
skills Ex.Vigorous
through )
documentat Narrative 25%
ion (PA Report
LOG). Pictures with 25%
caption
Page 11 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
Total 100%
 Performed
proper
execution TABATA WORKOUT
of (Criteria)
Locomotor
and Non- Criteria %
Locomotor Proper 40%
exercises in Execution
various of skills
activities Intensity 40%
via video Originality 20%
presentatio Total 100%
n (PA
VLOG).
 Determined
the
appropriate
skills in
performing
different
exercises.
(Using the
Locomotor
and Non-
Locomotor
Page 12 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
exercises.
Compose a
Tabata
Workout).
At the end of 3. Healthy CL N/A Review the nutrition facts table and ingredient list of common Reduce Honesty
the session, the Eating O for Teacher-- drinks. “Thirst Quencher Activity” barriers in Discipline
students can: Habits 005 this Managed developing a Responsibilit
a) Nutrients Semes personal food y
, their ter Discussion on Rubrics for the presentation of fad diet visual display choice Efficiency
functions healthy eating
Assess personal and habits, fad diets Rubrics for the presentation of fad diet visual display
food log based recomme and the food
on the dietary nded nutritional labels.
recommendatio intake Criteria Weig Exceptio Admirab Marginal Unaccept
ns (food Student-Managed ht nal le able
● pyramid) Cont 50% Informati Informati Inadequa Informati
b) Eating Students will ent on on is te on does
Understand the practical present their adequate mostly informati not
food nutrition (fad fad diets visual ly adequate on is not support
labels diets) display. supports and supportiv the
purpose supportiv e of visual’s
● Critique of visual e of visual’s purpose
health claims of Record-
visual’s purpose
food products keeping: Food log
purpose
and popular Focus 20% Topic Topic Topic Topic and
Page 13 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
dietary practices and title and title and title title are
clear and are difficulty not
easily mostly to clearly
● Evaluate identifie clear and identify identified
a 4-day food log d easily
based on the identifie
Philippine food d
pyramid
Page 14 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
Visual 20% Overall Overall Lack of Project
Appeal design is design is harmoni has
pleasing mostly ous sloppy
and pleasing design in appearanc
harmoni and presentat e
ous harmoni ion
ous
Mechan 10% Free of Mostly Frequent Too
ics grammat free of grammat frequent
ical grammat ical grammati
errors ical errors cal errors
errors
Rubrics for the 4 Days Food Log
Page 15 of 19
INSTRUCTIONAL
(ILO) MATTER (GAD)
Face Learning LE
Rubrics
Complete Insufficient Insufficie Insufficie None

information information nt nt submissi
was was informati informati on
provided by provided by on was on was
the student. the student. provided provided
kind of Lacks 1 out by the by the
food/bevera 4 required student. student.
ge, information. Lacks 2 Lacks 3
serving size serving size out 4 out 4
evidence/ evidence/ required required
photo photo informati informati
evaluation evaluation on. on
serving serving
size size
evaluatio
n
FINAL
EXAMINATIO
N
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
Page 16 of 19
[1] Andin, C.T. (1985). Foundations of physical education. Quezon City, Philippines: Rex Printing Company, Inc.
[2] Andin, C.T. (1988). Teaching physical education in Philippine schools. Quezon City, Philippines: Rex Printing Company, Inc.
[3] Coakley, J. (2015). Sports in society: issues and controversies (11th ed.). New York, USA: McGraw Hill Education.
[4] Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
[5] Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
[6] Giulianotti, R. (Ed.). (2015). Routledge handbook of the sociology of sport. Routledge.
[7] Hargreaves, J., & Anderson, E. (Eds.). (2014). Routledge handbook of sport, gender and sexuality. Routledge.
[8] Lumpkin, A. (2008). Introduction to physical education, exercise science, and sports studies (7th ed.). New York, USA: McGraw-Hill.
[9] Mechikoff, R.A. (2014). A history and philosophy of sport and physical education, from ancient civilizations to the modern world (6th ed.). New York, USA: McGraw Hill.
[10] Mechikoff, R.A. & Estes, S.G. (2006). A history and philosophy of sport and physical education (4th ed.). New York, USA: McGraw-Hill.
[11] Wuest, D.A. & Bucher, C.A. (2009). Foundations of physical education, exercise, and sport (6th ed.). New York, USA: McGraw-Hill.
Online References:
[1] Commission on Higher Education. (2017). Policies, standards, and guidelines of the Bachelor of Physical Education (CMO 80, s. 2017). Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-80-s.-2017.pdf
[2] Don Honorio Ventura State University Website (n.d.). University Core Valyes. Retrieved from http://www.dhvsu.edu.ph/index.php/dhvsu/core-values
[3] Don Honorio Ventura State University Website (n.d.). University Vision and Mission. Retrieved from http://www.dhvsu.edu.ph/index.php/dhvsu/vision-and-mission
[4] Republic of the Philippines (1987). The 1987 constitution of the Republic of the Philippines – Article XIV, Sec. 19. Retrieved from https://www.officialgazette.gov.ph/constitutions/the-
1987-constitution-of-the-republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-xiv/
[5]
Criteria for Grading

Class Standing Percentage
Projects 40%
Participation (Online Discussion Forums) 30%
Major Examinations 20%
Hands-on Assignments 10%
TOTAL 100%
Course Policies
 Active Participation is essential to maximum/total learning experience. In a flexible learning course, a student is required to participate in distance (offline or online) learning modalities.
This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson assignments and other requirements on a
timely basis. Consistent failure to participate in class will result in being dropped from the course.
Page 17 of 19
 In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), the student is expected to always adhere to the agreed contents of
the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use credible sources to justify your
claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited. The American Psychological Association (APA) 7 th edition shall be used as
the basis of citations and referencing.
 All requirements shall be submitted via the Google Classroom Learning Management System.
Adapted and Submitted by:
Faculty : NICOLE G. GUEVARRA

Email Address : ngguevarra@dhvsu.edu.ph
Contact Number : 09357865605
Consultation Hours : Tuesday to Friday 8:00 AM - 6:00 PM
Reviewed and Noted by: ARNOLD C. SIMON, LPT, BSED Program Coordinator
ARNOLD D. LUMANLAN, LPT, MAE, Area Coordinator- College of Education
Recommending Approval: KATHLEYA VIANCA P. HABON, MA ELLT, Campus Director
APPROVED:
REDEN M. HERNANDEZ, RCE, MM, Vice President for Academic Affairs

Page 18 of 19
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DON HONORIO VENTURA STATE UNIVERSITY CANDABA CAMPUS - College of Education

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing DHVSU-BC-IPE-OBTLCP-001

Course Code PATHFit 112 Course Title Movement Competency Training

Specific to the College Service Physical Education (Tertiary PE Program Standards)

Access, synthesize and evaluate information on:

Differentiated Learning Modalities/Strategies

Course Learning Outcomes Vis-à-vis Program Outcomes (POs)

Course Learning Outcomes

Course Design Matrix

Rubrics for the 4 Days Food Log

Complete Insufficient Insufficie Insufficie None

Criteria for Grading

Adapted and Submitted by:

Faculty : NICOLE G. GUEVARRA

ARNOLD D. LUMANLAN, LPT, MAE, Area Coordinator- College of Education

Recommending Approval: KATHLEYA VIANCA P. HABON, MA ELLT, Campus Director

REDEN M. HERNANDEZ, RCE, MM, Vice President for Academic Affairs

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