UNIVERSITY OF CALOOCAN CITY

Biglang Awa, Corner Cattleya St., Edsa Caloocan

City

COURSE SYLLABUS

COLLEGE : COLLEGE OF BUSINESS AND ACCOUNTANCY

PROGRAM : BASIC SERVICE PHYSICAL EDUCATION PROGRAM
COURSE TITLE : PHYSICAL FITNESS AND WELLNESS
COURSE CODE : PE111
COURSE CREDIT : 2 UNITS
PREREQUISITE : NONE

I. INSTITUTIONAL VISION:
University of Caloocan City aims to have a quality higher educational institution with stakeholders imbued with relevant knowledge, skills, and values
for the attainment of community-driven, industry-sensitive, environmentally conscious, resilient and globally competitive university in and for the love
of God, country, and people.

II. INSTITUTIONAL MISSION:

The University calls to develop God-loving, people-driven, patriotic, industry sensitive, environmentally conscious, globally competitive and resilient
graduates
III. INSTITUTIONAL GOALS:
1. To be sought-after educational institution integrating quality, competence, and servanthood that will produce successful and well-rounded pool
of graduates in their chosen careers and endeavors.
2. To yield graduates who will continue to uplift the already strong ideals of the City of Caloocan through the promotion of desirable values as love
(of God, people and self), environmental consciousness, and resiliency.
3. To prepare the graduates in becoming highly abreast and competitive in a fast-paced, globalized economy through awareness on national
issues and trends and the ASEAN integration.
IV. COLLEGE OF BUSINESS AND ACCOUNTANCY VISION:
A strong and well-rounded College offering innovative, globally-competitive, and cross-functional graduates for the organizational and
entrepreneurial pursuits of tomorrow.
V. COLLEGE OF BUSINESS AND ACCOUNTANCY MISSION:
To develop proactive and globally-competitive graduates through an evidence-based education aligned with the principles and ideas of outcome-
based education (OBE) that meet the ever-changing needs, wants, demands, and expectation.
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VI. VISION OF PHYSICAL EDUCATION DEPARTMENT:
The Physical Education Department is committed in honing students’ knowledge, skills and attitude with quality instruction through an array of
innovative strategies for life-long learning to become globally competitive through the guidance of well-trained leaders of the institution.

VII. MISSION OF PHYSICAL EDUCATION DEPARTMENT:

The Physical Education department shall aspire for the development of academically excellent, values-oriented and globally competitive individuals
in the fast changing world.

VIII. GOALS OF PHYSICAL EDUCATION DEPARTMENT:

1. The physical educators will serve as role models, and acquire knowledge of Physical Education, Sports and Wellness;
2. The Physical Education provides a variety of activities which will motivate knowledge, skill and desirable traits through Physical
Education program; and 3. The Physical Education program will develop the students to establish lifelong learning.

IX. PROGRAM EXPECTED OUTCOMES (PEO):

Graduates of Basic Physical Education Program should be able to:
1. develop the movement potentials of each individual to an optimum level;
2. acquire a basic understanding and appreciation of human movement;
3. enhance and maintain the optimal physical fitness and functionality of the individual;
4. improve knowledge, skills and attitudes basic to voluntary participation in satisfying, enjoyable physical activity
experience; and 5. enrich personally rewarding and socially acceptable behaviors through participation in varied movement
activities for a lifetime.
X. COURSE DESCRIPTION:
The course covers the study and an overview of the Physical Education Program, physical fitness and wellness [including Physical Fitness Test
(PFT)], and gymnastic, and how they relate to a healthy lifestyle and to education as a whole. It involves a variety of physical activities and exercises
to include, but not limited to, aerobics, and other related activities that motivate the students to incorporate physical fitness and wellness into daily
living.

XI. COURSE EXPECTED OUTCOMES (CEO):

At the end of the semester, the students must have:
• discussed the value and importance of physical education;
• performed physical fitness activities with grace, poise, form, and rhythm;
• exhibited creativity through the exploration of new movements;
• showed courage, initiative, determination, and perseverance through active participation and involvement in various
fitness activities; • displayed interest and enjoyment in performing other related physical fitness activities; and
• evaluated and apply fitness and wellness concepts to individual lifestyles.
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XII. COURSE MAPPING:
COURSE OUTCOMES PROGRAM OUTCOMES
1 2 3 4 5

O O O O O

P P P P P

a. Discussed the value and importance of physical education; I I I I I

b. Performed physical fitness activities with grace, poise, form, and rhythm; P P P P P

c. Exhibited creativity through the exploration of new movements; D D D D D

d. Showed courage, initiative, determination, and perseverance P P P P P
through active participation and involvement in various fitness
activities;
e. Displayed interest and enjoyment in performing other related D D D D D
physical fitness activities; and

f. Evaluated and apply fitness and wellness concepts to individual lifestyles D D D D D

Legend:
I - Introduced (The student get introduced to concepts/principles)
D - Demonstrated (The student practices the competencies across setting with minimal supervision)
P - Practiced (The student practices the competencies with supervision)

XIII. COURSE OUTLINE AND TIMEFRAME:

COURSE CONTENT/SUBJECT CONTENT

Week 1 Course Orientation:

1. Course requirements
2. Guidelines for an Online Class
3. Grading system
4. Checking of registration form
5. Course expectations
6. Learning resources
Week 2 Unit 1: Introduction to Physical Education and Physical Fitness
1.1 Definition of the Physical Education and Objectives of Physical Education
1.2 Concept of Physical Fitness

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1.3 Terminologies

Week 3 Unit 1: Introduction to Physical Education and Physical Fitness

1.4 Components of fitness
1.5 Safety issues and concern

Week 4 Unit 2: Physical Fitness Test

2.1 Health Related Physical Fitness Tests
a. Sit and reach
b. Push-up
c. Curl-up
d. 3-minute step test
e. Body Mass Index (BMI)

Week 5 Unit 2: Physical Fitness Test

2.2 Skill Related Physical Fitness
a. Stork balance test
b. hexagon test
c. standing long jump
d. paper juggling
e. stick drop test)

Week 6 Unit 3: Body Movement and Basic Position

3.1 Four Division of the Body
3.2 What is non-locomotor or axial movement and locomotor movement
3.3 Direction of Movement
3.4 Types of Body Movement
a. Axial Movement
b. Locomotor Movement

Week 7 Unit 3: Body Movement and Basic Position

3.5 Basic Position
 a. Hands Position
b. Arms Position
c. Standing Position
d. Kneeling Position
e. Sitting Position
f. Lying Position
g. Arms Support Position
h. Four Based Position

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Week8 Unit 4: Brief history of Aerobics
4.1 Meaning of Aerobics and Dance Aerobics
4.2 Benefits of Dance Aerobics
4.3 Importance and of Dance Aerobics

Week 9 Midterm Examination

Week 10 Unit 5 Aerobic Program

5.1 Introduction to low impact dance aerobics steps
5.2 Arm and leg movementin dance aerobics

Week 11-12 Unit 5 Aerobic Program

5.3 Different types ofaerobics
a. Yoga
b. Step Aerobics
c. Hip Hop Aerobics

Week 13 Unit 6: Gymnastics

6.1 Brief History of Gymnastics
6.2 Outstanding Leaders contributors in gymnastics

Week 14 Unit 6: Gymnastics

6.3 Objectives of gymnastics
6.4 Terminologies in gymnastics
6.5 Safety measures in gymnastics
 Week 15 Unit 6: Gymnastics
6.6 Phases of Gymnastic
a. Conditioning Program

Week 16 Unit 6: Gymnastics

6.6 Phases of Gymnastic
b. Rhythmic Gymnastic
c. Stunts

Week 17 Unit 6: Gymnastics

6.6 Phases of Gymnastic
d. Tumbling
e. Pyramid Building

Week 18 Final Examination

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XIV. COURSE CONTENT MATRIX:
Desired Learning Course Content/ Subject Teaching and Assessment Task Resource Time
Outcomes (DLO) Matter Learning (ATs) Materials Table
Activities (TLAs)
At the end of the period, Course Orientation: Orientation Self –readiness Syllabus 2 hours
the students must 1. Course requirements Getting to know
have: 2. Guidelines for an Online each other Student
2. Class 3. Grading system Handbook
discussed and accomplished 4. Checking of registration
the form 5. Course expectations Course Guide
3. 6. Learning resources
following: Module
1.1 Course requirements;
1.2 Guidelines for an
Online Class;
1.3 Grading system;
1.4 Checking of
registration Form;
1.5 Course
 expectations; and 1.6
Learning Resources.
At the end of the unit, the Unit 1: Introduction to Blended Learning Quiz Smart 4 hours
students must have: Physical Education and (Synchronous via Cellphones/
Physical Fitness Google Meet/Zoom Online Recitation Laptop with
1. discussed the internet
objective of physical 1.1 Definition of the Asynchronous via Outputs to be send connection
education; Physical Education and Google thru Google Drive,
Objectives of Physical Classroom, FB Google Classroom
2. identified the Google
Education Group and/or FB and Facebook
concept of physical 1.2 Concept of Physical Forms
Messenger) messenger/group
fitness; Fitness 1.3 Terminologies
3. described the different 1.4 Components of fitness Modules
Lectures in a
components of fitness; and 1.5 Safety issues and concern PowerPoint Video Clips
4. observed rules and presentation
regulation implemented
during PE class.
At the end of the unit, the Unit 2: Physical Fitness Test Blended Learning Self-Assessment Android 2 hours
students must have: (Synchronous via Score Card cellphones or
2.1 Health Related Physical
1. demonstrated how to Google Laptop with
Fitness Tests Differentiated
Meet/Zoom; and, internet
perform health related a. Sit and reach Asynchronous via activities connection
physical fitness Google
Classroom, FB

1.
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test; b. Push-up Group and/or FB Learning logs and Google
2. valued the importance c. Curl-up Messenger) reflections Forms
of performing health d. 3-minute step test
e. Body Mass Index (BMI) Lectures in a Outputs will be Modules
related
PowerPoint sent to Google
physical fitness test; and presentation Classroom Physical
3. evaluated performance and/or FB Group Fitness
based on the result of Brainstorm ideas manual
health related physical through
fitness test. discussion, oral Video clips
presentation and Physical
sharing of critical fitness test
thoughts about the
lesson Modules

discussion on
health related PowerPoint
physical fitness Presentation
component

performing health
related physical
fitness test
At the end of the unit, the Unit 2: Physical Fitness Test Blended Learning Self-Assessment Android 2 hours
students must have: 2.2 Skill Related Physical (Synchronous via Score Card cellphones or
4. performed skill related Fitness a. Stork balance Google Laptop with
test Meet/Zoom; and, Differentiated internet
physical fitness test; Asynchronous via
b. hexagon test activities connection
5. appreciated the c. standing long jump Google
importance of performing d. paper juggling Classroom, FB Learning logs and Google
skill related e. stick drop test) Group and/or FB reflections Forms
physical fitness test; and Messenger)
6. assessed performance Outputs will be Modules
Lectures in a sent to Google
based on the result of PowerPoint Classroom Physical
skill related physical presentation and/or FB Group Fitness
fitness test.
manual
Brainstorm ideas
through
 discussion, oral
presentation and Video clips
sharing of critical Physical
thoughts about the fitness test
lesson

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discussion on skill PowerPoint
related physical Presentation
fitness component

performing skill
related physical
fitness test
At the end of the unit, the Unit 3: Body Movement and Blended Learning Quiz through Internet 2 hours
students must have: Basic Position Modalities; google link. Connection
3.1 Four Division of the Body
1. recognized the four 3.2 What is non-locomotor - Synchronous via
division of the body; or axial movement and Google Meet;
2. explained and defined locomotor movement Online Android
the meaning of non- 3.3 Directions of Movements - Asynchronous via recitation/ Phone/
locomotor or axial and 3.4 Types of Body Movement google Computer or
a. Axial Movement classroom, Fb participation Laptop
locomotor
movement; b. Locomotor Movement group and/or FB Performance
3. identified the different messenger)
Tests
directions of movement; & Lectures in a Hand-outs/
4. analyzed and interpreted modules
the different axial and PowerPoint (Send to Google
locomotor movement presentation Classroom
with confidence. Assignment and
Discussion and Reflection)
PowerPoint
sharing of
presentation
ideas/thoughts
based on the topic.

Oral Recitation
At the end of the unit, the Unit 3: Body Movement and Blended Learning Quiz through Internet 2 hours
students must have: Basic Position Modalities; google link. Connection
1. executed the different 3.5 Basic Position - Synchronous via Online Android
body position and explore a. Hands Position Google Meet; recitation/ Phone/
the
b. Arms Position Computer or
movement possible for - Asynchronous via participation
each position; c. Standing Position Laptop
d. Kneeling Position google
Practical Test
2. demonstrated with e. Sitting Position classroom, Fb Hand-outs/
precision group and/or FB (Send to Google

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and coordination the f. Lying Position messenger) Classroom modules
different axial movement in g. Arms Support Assignment and
relation to the basic Position h. Four Based Lectures in a Reflection) PowerPoint
position; and Position PowerPoint presentation
3. created sets of presentation
exercises combining
locomotor and axial Discussion and
movement using music sharing of
cheers. ideas/thoughts
based on the topic.

Oral Recitation
At the end of the unit, the Unit 4: Brief history of Blended Learning Quiz Android 2 hours
students must have: Aerobics (Synchronous via cellphones or
4.1. Meaning of Aerobics Google Recitation/Online Laptop with
1. discussed the brief history and Dance Aerobics Meet/Zoom; and, participation internet
and defined the meaning of Asynchronous via connection
dance aerobics; and 4.2. Benefits of Dance Aerobics Google Essay for
2. gained knowledge on the Classroom, FB reflections
importance and benefits of Google
4.3. Importance and of Group and/or FB
dance aerobics. Dance Aerobics Forms
Messenger) Outputs will be
sent to Google Hand-outs/
Lectures in a Classroom
PowerPoint Modules
and/or FB Group
presentation
Video clips
Brainstorm ideas
through PowerPoint
discussion, oral Presentation
presentation and
sharing of critical
thoughts about the
lesson

Interactive
discussion on
aerobics and dance
aerobics

Oral recitation on
the benefits and
importance of
dance aerobics

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MIDTERM EXAMINATION
At the end of the unit, the Unit 5: Aerobics Program Blended Learning Quiz Android 6 hours
students must have: (Synchronous via cellphones or
5.1. Heart rate monitoring Google Recitation/Online Laptop with
1. learned how to take system and calculation of Meet/Zoom; and, participation internet
their pulse rate and target Asynchronous via connection
compute heart range using Google Essay for
KARNOVEN Formula Classroom, FB
their target heart range Google
Group and/or FB reflections
using the “KARNOVEN” 5.2. Guidelines in designing Forms
Messenger)
formula; aerobics Routine Performance
2. explained the (warm up Hand-outs/
Lectures in a
guidelines in cool down) PowerPoint Tests Modules
designing aerobics presentation
5.3. Introduction to low Rubrics or Video clips
routine;
impact dance Aerobics Video clip viewing checklist for the
3. demonstrated the low steps PowerPoint
for proper assessment of
and/high impact aerobics demonstration of Presentation
demonstrated
steps properly; 5.4. Arm and leg skills skills.
4. identified the different movement in dance
types of aerobics; and aerobics Brainstorm ideas Outputs will be
5. engaged in dance through send to Google
5.5. Different types of discussion, oral Classroom
aerobic exercise with fun aerobics a. Yoga presentation and and/or FB Group
and b. Step Aerobics sharing of critical
enjoyment. c. Hip Hop Aerobics thoughts about the
lesson

Computation of the
target heart rate
using the
KARNOVEN
formula

Demonstrate
properly the low
impact dance
aerobics steps,
basic arms and
legs
movements of
aerobics, and the
 different types of
aerobics

Create their own

dance aerobics
dance

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exercise

Evaluate their
performance using
rubrics or checklist
At the end of the unit the Unit: 6 Gymnastics Lecture Quiz Handouts/ 4 hours
students must have: 6.1 Brief history of Recitation/Online Modules
gymnastics; 6.2 Video viewing
participation
1. discussed the brief Outstanding leaders/ Laptop/
history and defined the PowerPoint
contributors in gymnastics; presentations Essay for reflection Mobile phone
meaning of gymnastics; 6.3 Objectives of gymnastics;
2. described the 6.4 Terminologies in Output will be Google
outstanding gymnastics; 6.5 Safety sent to Google Meet/Zoom
leaders/contributors in measures in gymnastics. Classroom or Fb
gymnastics; Group Facebook
3. explained the
objectives of gymnastics;
group
5. described the
terminologies in YouTube
gymnastics; and
6. observed safety
measures
implemented in
gymnastics.
At the end of the unit, the Unit 6: Gymnastic Program Discussion, oral Sentence Android 2 hours
students must have: presentation via completion cellphones/
1. identified the importance 6.1 Phases of Gymnastic zoom/Google Meet Laptop and
Program 6.1.1 Conditioning Student/ tablet with
of an active warm-up professor’s
Program Power point internet
exercises; 2. explained a. Warm up exercises assessment
presentation connection
how these warm up b. Floor exercises
exercises helped c. Aerial exercises Discussion and Rubrics criteria for Power point
developed coordination, evaluation presentations
flexibility and strength; and lectures Upload
3. executed with precision Rank order Video clips
the different warm-up, floor videos Pictures
and aerial skills in
gymnastics. Explain own ideas Modules
Interaction

Picture parade

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At the end of the unit, the Unit 6: Gymnastic Program Power point Sentence Android 2 hours
students must have: presentations, completion cellphones or
6.1 Phases of Gymnastics lecture Laptop with
1. defined rhythmic Program discussions Videos, pictures of internet
gymnastics; 2. identified 6.1.2 Rhythmic Gymnastics showing execution and connection
and analyzed the • Fundamental positions pictures performance
fundamental positions and and proper body Google
proper body mechanics in mechanics in handling Picture parade Rubrics
handling light Forms
light apparatuses 6.1.3 checklist for
apparatuses.; 3. created Types of stunts Submission of evaluation
exercises using Hand-outs/
a. Individual stunts output for self and
dumbbells wand and ring teacher Modules
b. Dual stunts
exercises assessment to be
accompanied with c. Group stunts Video clips
sent to professors
music; d. Combative stunts messenger
4. enumerated the • Physical Fitness account or F.B. PowerPoint
different activities components that will be group. Presentation
that will develop developed in
one’s physical fitness; stunts activities Rubric checklist for Pictures
5. explained the • Supplementary activities evaluation
meaning of stunts; to improve one’s
6. executed the individual weaknesses. Execute the
dual, group and combative individual, dual
stunts with ease and group and
accuracy; combative stunts
7. stated the different
physical fitness Performance of
components that will different
be developed in the supplementary
different stunts’ activities; activities to
and improve one’s
8. performed different weaknesses.
supplementary activities to
improve one’s
weaknesses.
At the end of the unit, the 6.1 Phases of Gymnastics Picture display Rubrics Laptop 2 hours
students must have: Program checklist for Android
6.1.4 Tumbling Video presentation evaluation Cellphone
1. discussed the different ✓ Types of tumbling skills Tablet
skills move/s in tumbling; Picture association
 2. explained how this skill a. Forward roll
contributes in the b. Backward roll Power point Power point
attainment of good c. Log Roll presentation presentation
body movements; d. Cart wheel Pictures
and e. Bridge roll

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3. familiarized in the f. Back walk over Reflections
different tumbling
skills/moves.

FINAL EXAMINATION

XV. REFERENCES:
• Adriano and Marique (2016). Workbook in Physical Education and Health I, Wellness, Fitness and Be Healthy
(page 97-107) • Aquino, Francisca R. (1953). Gymnastics for Girls. Quezon City: Kayumanggi Press, Inc.
• Atanacio, Edralin, et. al. (2007). Physical Education and Health. Makati City: OCP Typesetting & Printing Services.
• Auer, Barbara Ann. (1982). Aerobic Dancing Instruction Book. New York: Germcon Inc.
• Beashel Paul, Sibson Andy and Taylor John. 2004, Sports Examined CHELTENHAM GL 53 7 TH United Kingdom: Nelson Thornes
Ltd. pp. 64-65 • Cooper, Kenneth H. (1986). The Aerobics Program for Total Well-Being. New York: Bantam Books, Inc. Gymnastics.
Manila: Mindshapers Co., Inc. • Deped Physical Fitness Manual
• CHED MEMORANDUM ORDER (CM0) No. 23, Seres of 2011.
• Dimapilis, Espeso, et. al. (2009). College P.E. 1 Physical Fitness
• Diñoso, Clarita P. (1990). Gymnastic Book. Manila: Rex Bookstore.
• Oyco, Virginia. (2000). Physical Fitness for College Freshmen. Manila: Rex Bookstore.
• Tulio, Doris D. (2008). Physical Education 1 for College. Mandaluyong City: National Bookstore.
• [Link]
[Link] • [Link]
• [Link]
• [Link]
• [Link] (P.E - 1 Advanced Gymnastics and Physical Fitness)
• [Link] (What Is Aerobic Exercise Definition, Benefits & Examples
Video & Lesson) • [Link]
• [Link]
 • [Link]
• Internet, Google, Youtube
• [Link]
• [Link] (What Is Physical fitness? Benefits & Examples Video & Lesson)
• [Link] 11-28-2012
• [Link] 11-28-2012
• [Link]

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• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• Internet, Google, Youtube
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• . [Link]
• [Link]
• [Link] ~:
• [Link]
athletes • [Link]
fb2ca6d3ef9e1c29

XVI. GRADING SYSTEM:

50 % - Midterm Examination/Final Term Examination
50 % - Class Standing
100 % - Total

XVII. COURSE REQUIREMENTS:

 • Written examinations and quizzes
• Uniform and attendance
• Performance tests (actual performances)
• Culminating Activity

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XVIII. CLASSROOM POLICIES:
1. Attend class regularly.
2. Submit all the requirements on time.
3. Participate actively in class and group discussion.

XIX. AUTHORS:

Prepared by PE Professors:

ELEAZAR V. ELIAS, LPT, MAEd ALFREDO V. DAVID JR., LPT, MAEd

Signature Over Printed Name Professor Signature Over Printed Name Professor

ELIZABETH R. GALLARDO, LPT, Ph.D. CYNTHIA F. FABILLAR, LPT, Ph.D. JOSEFINA B. ORIAS,
LPT, Ed.D. Signature Over Printed Name Professor Signature Over Printed Name Professor Signature Over Printed
Name Professor

Reviewed: Recommending Approval:

JENNIFER G. DELA CRUZ, LPT, Ed.D. SHIRLEY V. SARAGCON, LPT, DEM

Head, P.E. Department Dean, College of Business and Accountancy

Approved:
 ATTY. RODERICK P. VERA, LL.M.
Vice-President for Academic Affairs

NOTE: This syllabus can be revised according to your best judgment. If improvements or revisions were done, kindly notify the department
head concerned or the dean. Your suggestions/recommendations are important for the refinement of our syllabus.

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