Commission on Higher Education

CHED En Bank No. 41-2016

CHED Institutional Code No. 10125
Municipality of Pangantucan
Ordinance No. 41, series of 2016

PANGANTUCAN BUKIDNON COMMUNITY COLLEGE

“Where Countryside Dreams Begin”

Unit I

INTRODUCTION TO PHYSICAL EDUCATION

Physical Education is a vibrant and stimulating field.

It’s action! It’s motion! It’s movement! As human beings, we are
cradled in movement from womb to grave; movement insures our
survival, makes us independent and contributes to our overall health
and well-being. Movement is essential in virtually every stage of our
lives. Watching a toddler progress from standing to walking to running,
we cheer each new motor achievement as the child grasps control of
the body. We tend to sympathize with the adolescent whose uneven
growth spurts create awkward movements with embarrassing
outcomes. In a like manner, we empathize with a declining
grandparent who needs assistance descending a staircase. In each of
those examples, physical education can play a huge and decisive role.
Through fitness education, motor development and control, physical
performance competencies, and lifetime sporting activities, physical
education not only improves one’s quality of life but also puts life into
one’s years. (Buck, 2004).

Physical education was introduced decades ago, as a way of

keeping young students fit, active, and healthy. Over the years, the
methods of enforcing physical education have drastically changed, with
new forms of activity introduced into schools. While physical education
is usually practiced by primary and secondary schools, certain
universities and colleges have their own ways of introducing this

Lesson One

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 General Orientation

SET YOUR

At the end of the lesson, you are expected to:

 Explain the vision, mission and core values of
the school
 Discuss and follow the rules and regulations of
the school
 Practice the core values of the school

Expand your Knowledge

An educated individual possesses the core values which makes him/her a whole person.
A student is always guided and inspired by the vision-mission of the school. Thus, a truly
dedicated student practices explicitly and sincerely the positive values and good spirit
inculcated by the school.
Pangantucan Bukidnon Community College
Vision

Mission

CORE VALUES:

Worksheet # 1

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Name:_____________________________________ Date: __________________________
Course & Section: ____________________________ Time: __________________________

Challenge Your Mind

Directions: Analyze and respond to each question.

1. What is the importance of the vision-mission of the school to you as a student?

2. How will the core values help you develop holistically?

3. In what way can you show and practice the core values?

Lesson Two

Physical Education Concepts

SET YOUR

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At the end of the lesson, you are expected to:

 Expand your Knowledge

Introduction
Many people see Physical Education as Physical Activity or Game. Physical Activity or
Game is only a subset of the entire Physical Education Curriculum, however, physical activity or
Game is the key foundation of a successful PE program. In today’s high tech society, a
successful Physical Education (PE) plays an important role in the physical growth and
development of students in fighting against the sedentary lifestyle brought towards us through
the convenience of new technology and devices. Through PE, students acquire the knowledge,
skills, right attitudes and values towards the pursuit of a lifelong physically active and healthy
lifestyle. It also provides an avenue for students to express themselves through movement and
physical activity.

Meaning of Physical Education

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 Physical Education came from the Latin words “physica,” which means “study of
nature”. Meaning ”pertaining to matter” is from 1590s; meaning “having to do with the body,
corporeal” is attested from 1780. Meaning “characterized by bodily attributes or activities” is
attested from 1970. Physical education first recorded 1838; abbreviated form phys ed is from
1955.(Etymonline.com)

Dr. Carmen Tabije Andin (1978) defined Physical Education as an integral part of the
educational program designed to promote the optimum development of an individual
physically, mentally, socially and emotionally through total body movement in the performance
of properly selected physical activities.
Physical Education program is designed such that all students are given the opportunity
to participate in a variety of physical activities such as sports and games and acquire the
concepts and skills that will enable them to participate in these sports and games both for
leisure and competition. In addition, PE provides a natural platform and valuable opportunities
to develop self-management skills, social and co-operative skills, and build character. It serves
to complement other educational areas in promoting the desired outcomes of education. In
particular, PE helps to cultivate healthy habits, teamwork, resilience, and high self-esteem.
Objectives of Physical Education
The Roman poet Juvenal likely did not have physical education objectives in mind when
he wrote the line "a sound mind in a sound body." But in true poetic fashion that one line sums
up the spectrum of goals and objectives for physical education.

Physical education is a course that is taken seriously in many countries all over the
world, where a lack of this vital subject may expose kids to the early consequences of an
unhealthy lifestyle, among other problems. Let's take a closer look at the objectives of physical
education, and how schools need to inculcate its importance in one's life.

The objectives of physical education are focused on the acquisition of those skills
through the following aspects of development: a) physical; b) mental; c) emotional; d) social;
and e) spiritual and moral. (Dimapilis, 2009)

a. Physical Development
Focus in on the attainment and development of physical skills which can increase
one’s capability to enjoy lifetime recreational pursuits. This is attained through regular
exercises and participation in varied activities. Regular physical activity and good physical
fitness help enhance the quality of life in many ways.

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b. Mental Development
Through physical education activities, learners acquire knowledge and
understanding of rules and strategies of the games, techniques in sports and dance
instructions. Varied activities in physical education help students develop their ability to
analyze body movements, skills and game situations.

c. Emotional Development
Physical Education activities provide opportunities for self-expression and emotional
mastery. People who have more positive balance of feelings which increases and develops
self-confidence, self-reliance and self-control. Positive character traits like courage and
discipline are most likely to become part of an individual’s life.

d. Social Development
Physical activity often promotes the opportunity to be with other people. Through
social experience, many appreciate the importance of physical education activities. Through
active participation, students develop positive and desirable traits like cooperation,
sportsmanship, friendliness, good leadership, respect for others and honesty in group
competition.

e. Spiritual and Moral Development

Physical education activities provide the development of inner-self and soul.
Experiencing these activities help students discover a personal meaning and purpose in life.
These also lead to the appreciation of what is good and beautiful.

Mandates to Physical Education Program

1987 Constitution of the Republic of the Philippines

Article XIV – Education, Sciences and Technology, Arts, Culture and Sports

Sec. 1. – The state shall protect and promote right of all citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to
all.

Sec. 19 – (1) The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork and excellence
for the development of a healthy and alert citizenry. (2) All educational
institutions shall undertake regular sports activities throughout the country in
cooperation with athletic club and other sectors.

Service Physical Education Curriculum in College

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 The Service Physical Education course in college refers to the four subjects required
from freshmen and sophomores in the first four semesters as stipulated in the CHED Order No.
58, series of 1990.

Physical Education 001: Physical Fitness and Gymnastics

This course will enable the students to discover their strengths and weaknesses through
diagnostic physical fitness testing and appropriate conditioning exercises. It also includes
follow-up study gymnastics, such as the basic fundamental positions, free hand exercise,
routines with the use of light apparatus and simple skills in tumbling and stunts performance
for self-testing activity

Physical Education 002: Rhythmic Activities

This course is a study on the basic movement and rhythmic skills in learning and creating
simple dances, basic dance steps and terms needed in the correct interpretation and
performance of Ballroom Dance and Phil. Folk Dance.

Physical Education 003: Individual/ Dual Sports and Games

PE003 is a study of Individual and Dual games exemplified by rules of different events in
International games as well as in Olympics. It also includes the best possible demonstration of
the skills to be learned and continually assist the students in practice using techniques and
strategies in the execution of the form of play for their improvement.

Physical Education 004: Team Sports and Games

Physical education is intended to strengthen the student’s knowledge of the rules,

principles and basic concepts of the different team sports and games and its nature.

Worksheet # 2

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Name:_____________________________________ Date: __________________________
Course & Section: ____________________________ Time: __________________________

Challenge Your Mind

Directions: Analyze and respond to each question.

1. What is your own concept of physical education?

2. Which is better in relation to a healthy lifestyle? Justify your answer

a. modern technology; or
b. manual labor

3. How will you justify the relevance of physical education courses in the tertiary level?

Lesson Three

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 Physical Fitness Defined

SET YOUR

At the end of the lesson, you are expected to:

 explain what physical fitness is,
 Enumerate and discuss the health and wellness
benefits of an active lifestyle.
 Practice the core values of the school

Expand your Knowledge

PHYSICAL FITNESS TEST

SCORE CARD
TOTAL SCORE
Name:_____________________________________
Course & Section: ____________________________ Time:___________________________

EQUIVALENT
GRADE IN PERCENT
FITNESS TEST SCORE PERFORMANCE SCALE
(%)
LEVEL

1. SIT – UPS/ CURL-UPS

2. PUSH – UPS

3. SIT AND REACH

4. BASS STICK TEST

5. METER STICK DROP

6. WAND JUGGLING

7. STANDING LONG
JUMP

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 8. SEMO AGILITY TEST

9. 30 METERS SPRINT

10. 12 MINUTE RUN –

WALK TEST

TOTAL

Note: To get the equivalent grade in %. It is up to the evaluator to choose the exact
corresponding percentage. Example: Scale of 4 may be between 89% - 94%. See the
table for scale equivalence and interpretation.
To get the total score. Add the equivalent grade in % and divide it by the number of
tests (10) to get the average.

Evaluator _____________________________ Instructor: __________________________

Signature over Printed Name Signature over Printed Name

SCALE EQUIVALENCE AND INTERPRETATION

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 PERFORMANCE EQUIVALENT
LEVEL GRADE IN
SCALE INTERPRETATION
PERCENT (%)

You showed an Excellent Performance!

Excellent 95% - 100% Congratulations!

5
I’m proud of you.

You did a very good performance

although you committed minimal errors.
Very 89% - 94%
4
Satisfactory Try to work on it.

Keep it up!

You did a good performance.

Satisfactory 81% - 88% Try to exert more effort in getting a higher

3
grade next performance.

Good Luck!

Your grade though passing shows that you

did not exert so much effort.
Needs 75% - 80%
2
Improvements Try to exert more effort in getting a higher
grade next performance.

Good Luck!

You got failing grade in this activity.

Poor 74% and below I am sure this is not what you are
1
aiming for.

(Espeso, 2006)

Test 1. SIT – UPS/ CURL – UPS

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 Objective: To test the strength and muscular endurance of the abdominal muscles.

Materials: Stopwatch, Mat on the floor

Procedure:
a. Lie down on a mat with your knees flexed at right angles.
b. Cross arms close to the chest with finger tips on level with the shoulders.
c. Ask a partner to hold your feet and on signal, perform as many sit-ups as you can in
30 seconds. Make it sure that your back between the shoulders touching the ground
and crossed arms touching your knees.
d. Have your partner count the number of sit-ups achieved in 30 seconds.
e. Record the number achieved and sit-up rating.

NUMBER OF SIT-UPS IN 30 SECS.

MALE FEMALE PERFORMANCE LEVEL

30 above 25 above Excellent

26 – 30 21 – 25 Very Satisfactory

20 – 25 15 – 20 Satisfactory

17 – 19 9 – 14 Needs Improvements

16 below 8 below Poor

Score: ______________ Performance Level:____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________

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 Signature over Printed Name

Test 2. PUSH – UPS

Objective: To evaluate the strength and endurance of the arms and shoulder girdle.

Materials: Mat on the floor

Procedure:
a. Performer assumes front leaning rest position, hands on the floor, finger pointing
forward, toes touching the surface for males and knees touching the surface for
females.
b. Extends your elbow straight upward.
c. Lowers the body until the chest touches the mat and then pushes upward to the
straight arm support position.

d. The action is then repeated as many as possible without rest. The body must not sag
but maintain a straight line throughout the trial.
e. Record the number of correct push-ups executed.

Additional Pointers:

a. The score is terminated if the performer stops to rest.

b. If the chest does not touch the mat of if the arms are not completely extended on an
execution, the trial does not count.

NUMBER OF PUSH - UPS

MALE FEMALE PERFORMANCE LEVEL

49 and above 31 and above Excellent

34 - 48 25 – 30 Very Satisfactory

19 – 33 13 – 24 Satisfactory

9 – 18 7 – 12 Needs Improvements

0-8 0–6 Poor

Score: ______________ Performance Level: ____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

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 Evaluator _____________________________
Signature over Printed Name

Test 3. SIT AND REACH

Objective: To evaluate flexibility. To measure the development of hip and back flexion as
well as extension of the hamstring muscles of the legs.

Materials: Meter Stick

Procedure:
a. The performer sit stride on the floor with heels not more than 5 inches apart on
the line with the near edge of the 15-inch mark and slides the seat back beyond
the zero end of the meter stick.
b. A partner should stand on each side to hold the student’s knees in a locked
position as the student prepares to stretch.
c. The performer hooks his thumbs together and points his extended finger forward
on the floor.
d. Performer slowly reaches forward with both hands while bending the trunk
forward.
Additional Pointers:

a. The finger should touch the meter stick and should be able to hold this position
while the distance reached is noted.
b. The best of three trials measured to the nearest quarter of an inch is the test
score.

NUMBER OF INCH IN SIT AND REACH

MALE FEMALE PERFORMANCE LEVEL

24 and above 26 and above Excellent

21 – 23 23 – 25 Very Satisfactory

19 – 21 20 – 22 Satisfactory

17 – 18 18 – 19 Needs Improvements

16 and below 17 and below Poor

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Score: ______________ Performance Level:____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name
Test 4. STANDING LONG JUMP

Objective: To measures the leg strength and power.

Materials: Mat on the floor, marking material (tape or chalk), tape measure or meter stic

Procedure:
a. Stands with feet parallel on the ground behind the starting line.
b. The performer bends the knees, swings the arms and jumps as far forward as
possible.
c. The jump must be made from both feet.
Additional Pointers:

a. The measurement is made from the starting line to the heel off the floor closer to
the take-off board or starting line.
b. If the performer falls backward on landing the measurement is made between the
starting line and the nearest part of the body touching the landing surface.

NUMBER OF INCHES IN LONG JUMP

(FT ’ INCHES ”)

MALE FEMALE PERFORMANCE LEVEL

AGE

15 16 17 15 16 17

8’0” 8’2” 8’5” 6’7” 6’6” 6’9” Excellent

7’2” 7’6” 7’9” 5’10” 5’9” 6’0” Very Satisfactory

6’8” 7’0” 7’2” 5’5” 5’3” 5’5” Satisfactory

6’1” 6’6” 6’6” 4’11” 4’9” 4’11” Needs Improvements

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 5’2” 5’5” 5’3” 4’0” 4’0” 4’1” Poor

Score: ______________ Performance Level : ___________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name
Test 5. SEMO AGILITY TEST
Objective: To measure the general agility of the body in maneuvering forward, backward
and sideward.

Materials: Any smooth 12 X 19 ft. area with adequate running space around it
Four plastic cones or suitable substitute objects
Stopwatch

Procedure:
a. Place the cones squarely in each corner as seen in the diagram.
b. Performers lines up outside the lane ( at A ).
c. At the signals “Ready”, “Go” the student side steps from A to B and passes outside
the corner cone ( B ).
d. Then the performer backpedals from B to D and passes to the inside of the corner
cone ( D ).
e. Sprints forward from D to A and passes outside the corner cone ( A ).
f. Then backpedals from A to C and passes to the inside of the corner cone
( C ).
g. The performer sprints forward from C to B and passes outside the corner cone
( B ).
h. And finally side steps from B to the finish line at A.

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 TIME OF SEMO AGILITY TEST

IN SECONDS PERFORMANCE LEVEL

MALE FEMALE

10.72 and below 12.19 and below Excellent

11.49 – 10.73 12.99 – 12.20 Very Satisfactory

13.02 – 11.50 13.90 – 13.00 Satisfactory

13.79 – 13.03 14.49 – 13.91 Needs Improvements

13.80 and above 14.50 and above Poor

C D

Backpedal

Sprint Sprint

B A

START
Side step

Page 17 of 23 FINISH
Score: ______________ Performance Level:____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name

Test 6. BASS STICK TEST

Objective: To measure the static balance of the performer supported on a narrow surface on
the ball of the foot.

Materials: Stick with 1-inch-wide, 1-inch-high and 1-foot long

Stopwatch

Procedure:
a. Performer stands and places the ball of the foot (R or L) crosswise on the stick.

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 b. Lifts the opposite foot off the floor, holding the balance for as long as possible up
to a maximum of 60 sec.ch observer takes note of how long his or her performer
maintains balance.
c. Each performer executes the test 6 times, 3 times on the right leg and
3 times on the left.
d. The score is the sum of the times in seconds for all six trials.

NUMBER OF SECONDS

FOR BASS STICK TEST PERFORMANCE LEVEL

MALE FEMALE

225 and above 180 and above Excellent

165 – 224 140 – 179 Very Satisfactory

65 – 164 60 – 139 Satisfactory

15 – 64 15 – 59 Needs Improvements

0 – 14 0 – 14 Poor

Score: ______________ Performance Level:____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name
Test 7. METER STICK DROP
Objective: To test the time it takes you catch the ruler.

Materials: Meter Stick

Procedure:
a. Have your partner hold the top of the ruler with his or her thumb and index finger
between the zero mark.
b. Position your hand over the edge of the table with your thumb and index finger at
the 50 cm mark on the ruler but not touching it.
c. When your partner drops the stick without warning, catch it as quickly as possible
between your thumb and index finger.
d. Try this three times. Your score is the number on the ruler at the place where you
caught it.
e. Record your scores. To get your rating use the middle score (midpoint between
your lowest and highest score)

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 Note: Your partner should be careful not to drop the ruler at the same waiting period time.
You should not be able to guess when the ruler will drop.

METER STICK DROP RATING PERFORMANCE LEVEL

42.5 cm. and above Excellent

34.1 – 42.4 cm. Very Satisfactory

29.6 – 34 cm. Satisfactory

22.0 – 29.5 cm. Needs Improvements

21 cm. and below Poor

Score: ______________ Performance Level: ____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name

Test 8. WAND JUGGLING

Objective: To test the coordination by catching the stick.

Materials: 3 pieces Sticks with 2 ft. long and ½ inch. X ½ inch in width.

Procedure:
a. Hold a stick in each hand. Have a partner place a stick across your sticks.
b. Toss the third stick in the air so that it makes a half-turn. Catch it with the sticks
you are holding. The tossed stick should not hit your hands.

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 c. Do this 5 times tossing the stick to the right and 5 times tossing it to the left.
d. Score 1 point for each successful catch.

NUMBER OF TOSSED MADE PERFORMANCE LEVEL

10 Excellent

8–9 Very Satisfactory

6–7 Satisfactory

4–5 Needs Improvements

0–3 Poor

Score: ______________ Performance Level: ____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name

Test 9. 30 METERS SPRINT

Objective: To test the speed of a performer over 30 meters.

Materials: Tape Measure

Stopwatch

Facilities: Running Area with 30 meters in length.

Procedure:
a. Mark out 30 meters on your selected running surface.
b. Using a flying start, Sprint as hard as you can between the marked areas.
c. Make sure that your sprint is timed by a partner from the start to the finish line.
d. Record your time in second and sped rating.

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 TIME OF 30 M. SPRINT IN SECONDS

MALE FEMALE PERFORMANCE LEVEL

4.0 below 4.5 below Excellent

4.2 – 4.1 4.6 – 4.4 Very Satisfactory

4.4 – 4.3 4.8 – 4.7 Satisfactory

4.6 – 4.5 5.0 – 4.9 Needs Improvements

4.7 above 5.1 above Poor

Score: ______________ Performance Level: ____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name

Test 10. 12 MINUTES RUN – WALK TEST

Objective: To measure cardio-respiratory fitness

Materials: Meter Stick

Stopwatch
Facilities: Running Area (30 meters X 30 meters) You can use the running area for 30
meters sprint.
Procedure:
a. Assigned a spotter or partner to each runner.
b. The runners stand behind the starting line.
c. The starter uses the command “READY” as a preparatory signal to alert all the
performers.
d. When the signal “GO” is given, all performers directly down the track or running
area in vice versa.
e. The performer runs as many lapses as possible around the designated course
within the specified time.

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 f. Each runner is assigned a spotter or partner. The spotter maintains a count of each
lap and when the “STOP” signal is given, he immediately runs to the spot, and
record how many laps that the runners did.
Scoring: The score is the distance in meters covered by running, jogging or walking in 12
minutes.

NUMBER OF METERS IN 12 MIN.

RUN – WALK TEST

MALE FEMALE PERFORMANCE LEVEL

AGE

15 16 17 15 16 17

2326 2391 2456 1976 2011 2046 Excellent

2046 2111 2176 1702 1736 1771 Very Satisfactory

1853 1918 1983 1512 1547 1582 Satisfactory

1661 1726 1791 1321 1356 1391 Needs Improvements

1381 1445 1510 1047 1082 1117 Poor

Score: ______________ Performance Level: ____________________________

Scale: ______________ Equivalent Grade in Percentage: _________________

Evaluator _____________________________
Signature over Printed Name

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