Republic of the Philippines

Biliran Province State University

(formerly NAVAL STATE UNIVERSITY)
ISO 9001:2015 CERTIFIED

School of Teacher Education

Bachelor in Physical Education (BPED)

2nd Semester, S.Y. 2021 - 2022

COURSE SYLLABUS
I. Course No. :
II. Course Title : Swimming and Aquatics
III. Pre-requisite : None
IV. Co-requisite : None
V. Credit Unitss : 3 units
VI. Time Allotment : 3 hours/week, 54 hours/semester
VII.

Prepared by: Reviewed by:

Approved by:

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 BiPSU VISION

A state university leading in research and innovation for human empowerment and societal development.

BiPSU MISSION

To advance the university through innovative human resource, responsive research, sustainable production and
demand-driven extension services.

BiPSU QUALITY POLICY

The Biliran Province State University is committed to providing quality education through its strategic
direction, “Weave of Worthiness: A 5-year Development Plan” by developing globally competitive graduates
and intensifying instruction, research and innovation, extension, and production services in compliance
with statutory and regulatory requirements by ensuring customer satisfactions that leads to the
continual improvement of the quality management system.

BiPSU CORE VALUES

Brilliance, Innovation, Progress, Service, & Unity

STEd GOALS

1. To develop educators responsive to the educational needs of the Philippine society imbued with sincerity for service to bring about the holistic
development of the learners.

2. To develop teachers in basic education by providing advanced professional and academic training basically designed to harness the potentials
and capabilities of Biliranons and of the people of Northwestern Leyte.

BPEd OBJECTIVES

1. To equip students with a strong and substantial foundation of the subject matter that informs their curricular choices when planning, designing,
implementing and assessing learning activities.

2. To understand the scope and sequence of various movements forms; as well as elements, strategies and tactics of these various movements

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 in a multitude of settings that enables them to meet the needs of the learners to know how, be able to do and how to learn

3. To be expert in the knowledge of pedagogy for maximizing student engagement, mentoring students and modeling respect for differences in
gender, ability and culture

4. To apply reflective practice that (a) propels them to set high standards for and hold themselves accountable to the professional standards;
(b) enables them to identify gaps in their current competencies and pursue professional development opportunities; and (c) assists them
in studying the cultivating relationships with colleagues, stakeholders, other professionals and learning communities; advocating for PE, being
role models of integrity and professional excellence, as well as leaders in the service of education.
VII. OUTCOMES

Institutional
Program Outcomes Program Educational Objectives I,E,D Course Outcomes
Outcomes

CO1. Apply scientific and evidence

Leading in PO1. Apply scientific and evidence based practices in Hone prospective secondary school teachers
based practices critical to the
Research and teaching and learning. with research, extension, and production I
educational and learning process.
Innovation capabilities and leadership qualities.

Produce professionally competent graduates

by passing the Licensure Examination for CO2. Demonstrate a variety of
PO2. Articulate and discuss the latest developments in
Teachers. skillful performance in a variety of
the specific field of practice.
Human physical activities.
E
Empowerment Develop potential secondary school teachers
PO3. Pursue lifelong learning for personal and
who are professionals, academically- CO3. Adapt performance to variety
professional development.
competent, and effective propagators of of physical activity settings.
lifelong learning.
Form God-fearing graduates with high moral
integrity and ethical standards and improved CO4. Act in recognition of
Societal PO4.Work effectively and independently in multi-
ideals and proactive in local, national, and D professional, social, and ethical
Development disciplinary and multi-cultural teams.
global development. responsibility.

I= Introductory E= Enabling D=Demonstrative

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VIII. COURSE DESCRIPTION

Requires scientific acquisition of knowledge and skills in managing the body in water. Basic and developmental skills for scientific
Swimming are introduced as well as games and other activities done. Lifesaving skills is likewise encouraged in the course.

IX. LEARNING PLAN

Intended Assessment
Course
Learning Tasks
Outcomes Teaching and
Outcome As evidence of
At the end Learning Activities
At the end of the achieving the unit Resources/
Week of the Topics To achieve the Remarks
lesson, the student is outcome, the Materials
course, the outcome, the student(s)
able to student is
student is will:
assessed as
able to:
follows
1-4 CO1. Apply Unit 1. Unit 1. INTRODUCTION SWIMMING AND
scientific INTRODUCTION AQUATICS
and SWIMMING AND
evidence AQUATICS Performance
based  The Sport of Swimming
Student(s) will draw Based Assessment
practices 1. Draw and discuss  The Aquatic
and discuss the 25- Rubric
critical to the 25-meter Environment meter swimming pool
the .
swimming pool  Swimming Venues:
educational Pools
and
 Pool Races Student(s) will create a
learning 2. Create a pamphlet
process.  Apparel and training pamphlet on swimming Written Task
on swimming apparel apparel and swimming (Rubric for creating
and swimming training
Equipment
training equipment a Pamphlet)
CO2. equipment  Floating
Demonstrat  The Physics of Buoyancy
e a variety Student(s) will discuss
and Floating the importance of
of skillful 3. Discuss the  Kinds of Floating floating skills
performanc importance of floating
e in a skills Written Task
variety of  Manipulating the Water Student(s) will create a (Essay Type Test)
physical  Drag group instructional
4. Create a group video presentation on
activities.  Catch
instructional video floating and kicking
presentation on  Kicks Performance
floating and kicking Based Assessment
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 Rubric
CO1. Apply Unit 2. SWIMMING STYLES
scientific
and 1. Discuss the four  Freestyle Student(s) will discuss
evidence swimming styles. the four swimming
based  Backstroke styles.
practices
critical to 2. Create a Detailed  Breaststroke
the Lesson plan on Student(s) will create a
educational Swimming Styles Detailed Lesson plan
and  Butterfly
on Swimming Styles
learning
process.  Turns
3. Discuss the tactics Student(s) will discuss
5-9 applied in Swimming the tactics applied in
 Start
styles Swimming styles
CO2.
Demonstrat Student(s) will create
e a variety an individual canned
of skillful 4. Create an individual
canned demo demo presentation on
performanc Swimming Styles
e in a presentation on
variety of Swimming Styles
physical
activities.

Midterm Examination: Performance Based Examination

10-14
Unit 3. LIFESAVING APPLIANCE AND
CO1. Apply FIRST AID AT THE SEA
scientific Student(s) will create Written Task
and 1. Create an  Lifesaving Appliance an informational live (Rubric for creating
evidence informational live  First Aid at the Sea saving Pamphlet on all a Pamphlet)
based saving Pamphlet on all  3Ps – First Aid for of the lifesaving
practices of the lifesaving Drowning appliances
critical to appliances  Sunburns results and
the causes
educational  Frostbites degrees and Student(s) will Performance
and 2. Demonstrate the treatment demonstrate the First Based Assessment
learning First Aid for drowning Aid for drowning Rubric
process.
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 Student(s) will create a
canned demonstration
3. Create a canned video on the treatment,
demonstration video results and causes of Performance
on the treatment, Sunburns Based Assessment
results and causes of Rubric
CO2. Sunburns Student(s) will create a
Demonstrat canned demonstration
e a variety video on the Frostbites
of skillful degrees and treatment.
performanc
e in a 4. Create a canned
variety of demonstration video
physical on the Frostbites
activities. degrees and
Performance
treatment.
Based Assessment
Rubric
15-16 CO1. Apply
scientific 1. Discuss the Student(s) will discuss Performance
and advantages and dis Unit 4. WATER SPORTS the advantages and dis Based Assessment
evidence advantages of the advantages of the Rubric
based following water-based  Water Based Sports following water-based
practices sports sports
critical to  Surface water sports
the  Under water sports Student(s) will create
educational  Team Water Sports an informational
and 2. Create an Pamphlet on all water-
learning informational based sports.
process. Pamphlet on all water- Written Task
based sports. Student(s) will contrast
(Rubric for creating
the different water
a Pamphlet)
based sports through
CO2. essay type test.
Demonstrat 3. Contrast the
e a variety different water based
of skillful sports
performanc Written Task
e in a (Essay Type Test)
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 variety of
physical
activities. Student(s) will create a Performance
4. Create a 5-minute 5-minute reflective Based Assessment
reflective culminating culminating video on Rubric
video on your your experiences and
experiences and learnings in this course.
learnings in this
course.
The teacher may allot two(2) weeks to make adjustment on classroom engagement such as, major examinations, project making, research works,
outreach activities, self-directed learning and other curricular and extra-curricular activities.
FINAL EXAMINATION – PERFROMANCE BASED ASSESSMENT

X. References

Mullen, John G., Christina, Robert W.,

SWIMMING SCIENCE
Optimizing Training and Performance, (2018), The University of Chicago Press, Chicago 60637 © 2018 by Quarto Publishing plc.

Bay, Scott,THE SPORT OF SWIMMING, Copyright © 2016 by Human Kinetics, Inc., Human Kinetics P.O. Box 5076 Champaign,
IL 61825-5076 800-747-4457

Evans, J. (2017) Total Swimming, IL;Human Kinetics,Chatwood, N. S. V.: Eksevier Australia

Fernandez, Ricardo, J (2018) The Science of Swimming and Aquatics Activity, University of Porto, Portugal

XI. Suggested Readings

Napolski, Jeffrey, TEACHING SWIMMING, 2019, Merrill Publishing Company, A Bell & Howell Company, Columbus

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www.swimminglessonsideas.com

Hekmati Deniz, Foundations of Strength Training for Swimmers, 2020, The McGraw-Hill Book Companies, Inc., 1221 Avenue of the Americas, NY 1002

XII. Course Requirements

A. Written Task

Quiz No.# Topics No. of Points

ILO # 2 Unit 1 (Module 1) Swimming Apparel and swimming training equipment 50
ILO # 3 Unit 1 (Module 1) Floating 50
ILO #1-3 Unit 2 (Module 1) Swimming Styles 150
ILO #1 Unit 3 (Module 2) Lifesaving appliances 50
ILO #1-3 Unit 4 (Module 2) Water-Based Sports 150
Total 350

B. Performance Task
Performance No.# Topics No. of Points
ILO #1 Unit 1
The Sport of Swimming 50
(Module 1)
ILO #4 Unit 1
Floating 50
(Module 1)
ILO #4 Unit 2
Swimming Styles 50
(Module 1)
ILO #2 Unit 3 First Aid for drowning 50
(Module 2)
ILO #3 Unit 3 Sunburns 50
(Module 2)
ILO #4 Unit 3 Frostbites 50
(Module 2)
ILO # 4 Unit 4 Swimming and Aquatics 50
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 (Module 2)
Total 350

C. Summative Test
Summativ
e Test Topics No. of Points
No.#
1 MIDTERM EXAMINATION (Performance-Based Assessment) 40 points
2 Final Examination (Performance-Based Assessment) 60 points
Total 100 points

XIII. Grading Criteria

 Term Exams 40%

 Practical Tests 40%
 Written Task 20%
100%

XIV. Classroom Policies

I. RULE XX. STUDENT CONDUCT AND DISCIPLINE

1. Section 78. Students’ Discipline. Students of the University shall observe discipline within the university premises in accordance
with the following rules:
2. Classroom Discipline:
a. A student who is late in fifteen (15) minutes should be marked absent. However, a student who has been tardy for three (3)
times of less than (15) minutes shall be considered as having absent once.
b. A student who incurs an absence of more than 20% of the total class hours in any given subject per semester will be dropped
by the instructor/professor concerned after notice has been served to the parents.

c. An absence is justifiable if caused by illness or other grave reasons.

d. For habitual absences, a student should present an excuse letter duly approved and signed by the guidance counselor when

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 he/she reports to his classes.
e. Dishonesty, cheating in class work, forging of school record, taking an examination in place of another student and/or stealing
test questions/disseminating contents to other students are major offenses which should be dealt with accordingly;

II. RULE XXI: SANCTIONS OF OFFENSES

1. Section 79. Elements and sanctions of Offenses.
a. For light offense (g) Cheating in examination and quizzes.
1st offense - reprimand
2nd offense – automatic grade of “5”

III. RULE VIII. ATTENDANCE AND LEAVE OF ABSENCE

1. Section 18 [2]. Attendance. A student shall be dropped from his class roll when the number of hours lost through unexcused
absences and/or late enrollment reaches twenty percent (20%) of the total prescribed number of hours of recitations, lecture,
laboratory or shop work in one semester.
a. A student who is late for not more than fifteen (15) minutes may be admitted to class. However, a student who has been tardy
for three (3) times of fifteen (15) or more minutes shall be considered as having been absent once.
In case where instructors/professors are late for class, students should not leave the classroom until the twenty (20) minutes of
the scheduled class time has passed.
XV. Consultation Hours
Tuesday and Friday 10:30-12:00 NN

XVI. Additional Requirements

A. Off-campus activities
a. Conduct a seminar-workshop on lesson study in one of the secondary schools in the Province of Biliran.

B. Extension/Outreach programs
a. Conduct an outreach program on basic literacy and education on teaching strategies and classroom assessment
techniques in one of the secondary schools in the Province of Biliran.

C. Development of instructional materials

a. Compilation of teaching and learning activities, assessment tasks, and performance tasks will be submitted to
the Production Office for review and enhancement.
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