Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd)

November 2, 2017

CHED MEMORANDUM ORDER NO. 080-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," and in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s. 2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. AaCTcI

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education" in response to the 21st Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers (D.O. 42, s. 2017) and other relevant documents. It specifies the 'core competencies' expected of Bachelor of Physical Education (BPEd) graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and of the typology of HEIs," this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions."

Physical Education (PE) is both a discipline and a teaching profession. As a curricular discipline, it promotes an understanding of the centrality of movement in daily life, in all its forms — from meeting functional requirements, providing opportunities for social interaction, analyzing the influence of contexts to one's well-being, to acknowledging physical activity and sports participation as significant cultural and health practices. It contributes to the formation of constructive behaviors for managing the stress of academic and work demands; providing the necessary 'break' from sedentary activities in the classroom and workplace; and developing school loyalty and nationalism through the sporting culture, which in turn significantly shapes an individual's identity.

PE is therefore, dominated by movement and fitness education content, and aimed at physical literacy and the physical activity dispositions of all learners from the basic to the tertiary education levels. Physical literacy serves as the foundation for confident, enjoyable and sustained participation in a wide range of physical activities. Building on this foundation, PE seeks to be health optimizing in the way it supports the learners in accessing, evaluating and making informed decisions about their own and others' health, safety and well-being. Thus, it empowers learners to be reflective, self-regulated and self-directed throughout their lives.

PE achieves this through a coherent and cohesive program of (1) instruction (e.g., curricular/credit courses); (2) recreational physical activities (e.g., exercise, sports, dance, adventure) pursued beyond the classroom such as in-school and off-campus as well as (3) competitive and organized sports (e.g., intramurals, extramurals, high-level or elite performance), to ensure that there is a seamless pathway for developing physical literacy and physical activity habits. The PE Program thus, provides for multiple and a variety of engagement and means of representation, action, and expression to ascertain that opportunities are inclusive of all contexts and learners.

By its very nature, PE is inclusive, offering a broad spectrum of physical activities suitable to all learners of all abilities and ages. It is a process that is developmentally appropriate in the way it engages participants based on their growth and maturation characteristics, as well as their changing activity patterns. It is a collaborative experience based on a common set of understanding of what physical activity is all about and on this basis, brings individuals, groups and communities together. Finally, it is a lifelong process as it empowers and challenges the participant to take responsibility for his or her own ability to lead active lifestyles for healthier lives, and to positively influence others.

PE, in recognizing this fundamental humanity of all, serves therefore as an important scaffold to the goal of producing "graduates imbued with values reflective of a humanist orientation, [who are equipped to] think through the ethical and social implications of a given course of action and are competent to learn continuously throughout life." Thus, the Filipino learner who is fully cognizant of his role in the life of the nation and the larger community, will be able to live meaningfully in a complex, rapidly changing and globalized world by actively engaging himself in his community and the nation's development issues and concerns.

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer Bachelor of Physical Education must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs with an existing Bachelor of Physical Education major in School Physical Education (BPE-SPE) program are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local colleges and universities should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the specific professional courses. EcTCAD

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes, which are given in Article IV Section 6. The Technical Committee designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units of this curriculum is here prescribed as the "minimum unit requirement" under Section 13 of RA 7722. In designing the curriculum the Technical Committee employed a curriculum map which is shown in Article V Section 9 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the Technical Committee also determined appropriate curriculum delivery methods shown in Article V Section 10. The sample course syllabi given in Article V Section 11 show some of these methods.

Based on the curriculum and the means of its delivery, the Technical Committee determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI.

SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Article VII.

ARTICLE IV

Program Specification

SECTION 5. Program Description. —

5.1 Degree Name

The program shall be called Bachelor of Physical Education (BPEd).

5.2 Nature of the Field of Study

As a teaching profession, PE is a seamless activity of designing and delivering learning activities, providing quality instruction, managing the classroom and assessing student learning, modeling as well as mentoring. This requires a deep, broad and integrated knowledge of the subject matter and its learners, which in turn informs the PE teacher's choices in terms of meaningful curricular content, the creation of inclusive learning environments and the employment of effective learning strategies.

As a curricular subject, PE is aimed at physical literacy, which serves as the foundation for confident, enjoyable and sustained participation in a wide range of physical activities. Thus, it consists of developmentally appropriate activities. PE also aims to optimize health through learning experiences aimed at the formation of physical activity and healthy eating habits, as well as dispositions. These learning experiences likewise extend beyond the classroom; hence, student learning must be reinforced through programs on school and community recreation, as well as organized, competitive sports. Moreover, the PE teacher must communicate enthusiasm for their subject matter in a positive, caring manner. Finally, PE draws from the knowledge base of the allied fields: exercise and sports sciences, life sciences, social and behavioral sciences; and employs interdisciplinary instruction as a means to permeate all aspects of the learners' lives and develop them integrally.

5.3 Program Goals

The BPEd is a four-year program aimed at equipping graduates with the competencies to meet the psychomotor, cognitive and affective needs of learners. These consist of: (1) a strong and substantial foundation of the subject matter (disciplinary knowledge) that informs their curricular choices when planning, designing, implementing and assessing learning activities (curriculum and program planning, implementation, monitoring and evaluation); (2) an understanding of the scope and sequence of various movement forms; as well as elements, strategies and tactics of these various movements in a multitude of settings (movement competency and proficiency) that enables them to meet the needs of learners to know how, be able to do and how to learn; (3) expert knowledge of pedagogy for maximizing student engagement, mentoring students and modeling respect for differences in gender, ability and culture; (4) reflective practice that (a) propels them to set high standards for and hold themselves accountable to the professional standards (professional accountability and responsibility); (b) enables them to identify gaps in their current competencies and pursue professional development opportunities; and (c) assists them in studying the impact of their teaching on student learning; and (5) building and 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.

5.4 Specific Professions/Careers/Occupations for graduates

• Physical Education Teacher in Basic Education

• Dance and Sports Club Moderator

• School-based Sports Program and Events Moderator/Coordinator

5.5 Allied Fields

Physical Education is allied with the exercise and sports sciences, life sciences and the social sciences (i.e., philosophy, anthropology, history and education). HSAcaE

SECTION 6. Program Outcomes. —

The minimum standards for the Bachelor of Physical Education (BPEd) program are expressed in the following minimum set of learning outcomes:

6.1 Common to all programs in all types of schools

The graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of practice. (Philippine Qualifications Framework level 6 descriptor)

b. effectively communicate orally and in writing using both English and Filipino

c. work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)

d. act in recognition of professional, social, and ethical responsibility

e. preserve and promote "Filipino historical and cultural heritage" (based on RA 7722)

6.2 Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.

b. Demonstrate mastery of subject matter/discipline.

c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.

d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.

e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. 1

f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.

g. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities.

h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

6.3 Specific to a sub-discipline and a major (Physical Education)

a. PO1-Disciplinal Knowledge: Apply scientific and evidence-based practices critical to the educational and learning processes.

b. PO2-Movement and Competency and Proficiency:

1. Demonstrate skillful performance in a variety of physical activities.

2. Adapt performance to variety of physical activity settings: (e.g., formal classes, recreational, and competitive).

c. PO3-Curriculum and Program Planning, Implementation, Monitoring and Evaluation:

1. Critically examine the curriculum (e.g., content, pedagogy and assessments) and program, and enhance (e.g., innovate) them necessarily.

2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings.

3. Monitor and evaluate physical activity programs in school and/or non-school settings.

4. Use appropriate assessments in, as and for student or client learning.

5. Use information, media and technology in pedagogy and for lifelong learning.

d. PO4-Professional Accountability and Responsibility:

1. Demonstrate firm work/professional ethics.

2. Cultivate solidarity by working and dealing with/relating to others harmoniously.

3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession.

4. Pursue lifelong learning for personal and professional development. HESIcT

e. PO5-Communication:

1. Communicate effectively with PE practitioners, other professionals and stakeholders.

2. Use oral, written, and technology formats deftly.

6.4 Common to a horizontal type as defined in CMO 46, 2012

a. Graduates of professional institutions demonstrate service orientation in their respective professions

b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve

c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects

Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support "national, regional and local development plans" (RA 7722).

All private higher education institutions (PHEI), may adopt mission-related program outcomes that are not included in the minimum set of learning outcomes.

SECTION 7. Performance Indicators. —

Program Outcomes	Performance Indicators
PO1-Disciplinal Knowledge: Apply scientific and evidence-based practices critical to the educational and learning processes.	1. Discuss foundation of PE and Health, and the essentials of fitness and health and analyze scientifically the body parts and how it functions in various physical movement and activities 2. Use a concept map in explaining motor learning and development of learners based on their growth and maturation characteristics. 3. Analyze the mechanisms of non-contact injury and the role of fundamental movement skills in mitigating this. 4. Explain how the body responds, adjusts and adapts to exercise. 5. Plan and organize developmentally-appropriate Physical Education and Health activities 6. Conduct scientific research in Physical Education and Health Education
PO2-Movement Competency and Proficiency: 1. Demonstrate skillful performance in a variety of physical activities.   2. Adapt performance to variety of physical activity settings: (e.g., formal classes, recreational, and competitive)	1. Demonstrate mastery of all fundamental movement patterns and adapt motor skills to a variety of physical activity settings. 2. Evaluate critical elements of motor skills and performance. 3. Maintain a health-enhancing level of fitness based on age- and sex-specific criterion-referenced standards.
PO3-Program Planning, Implementation, and Evaluation: 1. Critically examine the curriculum (e.g., content, pedagogy and assessments) and program, and enhance (e.g., innovate) them necessarily. 2. Plan and implement safe and effective physical activity programs to address the needs of the individual in school and/or industry settings. 3. Monitor and evaluate physical activity programs in school and/or non-school settings. 4. Use appropriate assessments in, as and for student or client learning. 5. Use information, media and technology in pedagogy and for lifelong learning.	1. Analyze existing curriculum and programs of Physical Education and Health Education in the Enhanced Basic Education Program 2. Implement planned developmentally appropriate and inclusive programs that address the diverse needs of all students/clients. 3. Utilize assessment result to improve instruction. 4. Engage in a reflective practice in setting one's goals and in monitoring one's progress.
PO4-Professional Accountability and Responsibility: 1. Promote the advancement of the profession. 2. Pursue lifelong learning for personal and professional development.	1. Participate in activities that enhance professional collaboration and lead to personal growth and career development. 2. Maintain professional integrity by adhering to ethical behaviors and discerning boundaries of competence. 3. Keep abreast with current developments in Physical Education.
PO5-Communication: 1. Communicate effectively with PE practitioners, other professionals and stakeholders. 2. Use oral, written, and technology formats deftly.	1. Synthesize evidence from a variety of sources to shed light to current issues in the field. 2. Develop evidence-based arguments. 3. Justify a program proposal to diverse audiences. 4. Use appropriate language in oral and written communication.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

Higher Education Institutions (HEIs) offering the Bachelor of Physical Education (BPEd) program may exercise flexibility in their curricular offering. However, the following Physical Education courses are prescribed as minimum requirements to be implemented.

SECTION 9. Sample Curriculum. —

9.1 Curriculum Components

 

Courses	No. of Subjects	Equivalent Units per Subject	Total Units
A. General Education (CMO 20, Series 2012)	12	3	36
B. Professional Education Courses			42
Foundation/Theory and Concepts	4	3	12
The child and Adolescent Learner and Learning Principles	1	3
The Teaching Profession	1	3
The Teacher and the Community, School Culture and Organizational Leadership	1	3
Foundation of Special and Inclusive Education	1	3
Pedagogical Content Knowledge	6	3	18
Facilitating Learner-centered Teaching	1	3
Assessment in Learning 1	1	3
Assessment in Learning 2	1	3
Technology for Teaching and Learning 1*	1	3
The Teacher and the School Curriculum	1	3
Building and Enhancing New Literacies Across the Curriculum	1	3
Experiential Learning Courses	3		12
Field Study 1	1	3
Field Study 2	1	3
Practice Teaching/Teaching Internship with Action Research	1	6
C. Specialization Courses			63
Foundation/Theory and Concepts in PE	6	3	18
Philosophical and Socio-anthropological Foundations of Physical Education and Sports	1	3
Anatomy and Physiology of Human Movement	1	3
Physiology of Exercise and Physical Activity	1	3
Principles Motor Control and Learning of Exercise, Sports and Dance	1	3
Research 1	1	3
Sports and Exercise Psychology	1	3
Contextualized Courses in PE	4	3	12
Curriculum and Assessment for Physical Education and Health Education	1	3
Process of Teaching PE & Health Education	1	3
Technology for Teaching and Learning 2* (Technology Application in Teaching PE and Health Education including Instructional Materials Development)	1	3
Applied Motor Control and Learning of Exercise, Sports and Dance	1	3
Content-Performance Courses in PE	11	3	33
Movement Education	1	3
Dance
• Philippine Traditional Dances	1	3
• International Dance and other Forms	1	3
Games, Sports and Recreation
• Individual and Dual Sports (Racket Sports, Athletics, Martial Arts)	1	3
• Team Sports (Soccer/Football, Basketball, Volleyball, Baseball, Softball, Non-traditional: Ultimate, Handball, Floorball, Futsal, Sepak Takraw)	1	3
• Philippine Traditional Games	1	3
• Swimming and Aquatics	1	3
Health Education
• Coordinated School Health Program	1	3
• Personal, Community and Environmental Health	1	3
• Emergency Preparedness and Safety Management	1	3
• Drug Education, Consumer Health Education and Healthy Eating	1	3
D. Elective Courses (2 from the menu)			6 units
Administration and Management of Physical Education and Health Education Programs	1	3
Contemporary Issues in PE and Sports	1	3
Outdoor and Adventure Education	1	3
Non-traditional Games and Sports	1	3
Sports and Exercise Psychology	1	3
Prevention and Management of Exercise- and Sports-related Injuries	1	3
Music in the K-12 Curriculum	1	3
Arts in the K-12 Curriculum	1	3
E. Mandated Courses			12
PE 1-4	4	2	8
NSTP	2	3	6
Summary			Units
A. General Education Courses			36
B. Professional Education Courses			42
C. Specialization Courses
Foundation/Theory and Concepts Courses in PE			63
Contextualized Courses in PE
Content-Performance Courses in PE
D. Elective Courses			6
E. PE & NSTP			14
		TOTAL	161

Guidelines for Preparing a Program of Study

1. Offer the courses based on the availability of faculty and resources.

2. Not all General Education courses need to be completed in First Year or Second Year. caITAC

3. Ensure that sequential subjects are scheduled accordingly e.g., Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2.

9.2 Program of Study (Distribution of Courses)

1st Year

1st Semester

2nd Semester

Course	Units	Course	Units
Understanding the Self/Pag-unawa sa Sarili (GE)	3	Mathematics in the Modern World/Matematika sa Makabagong Daigdig (GE)	3
Readings in Philippine History/Mga Babasahin hinggil sa Kasaysayan ng Pilipinas (GE)	3	Purposive Communication/Malayuning Komunikasyon (GE)	3
The Contemporary World/Ang Kasalukuyang Daigdig (GE)	3	Art Appreciation/Pagpapahalaga sa Sining (GE)	3
Philosophical and Socio-anthropological Foundations of Physical Education and Sports	3	Physiology of Exercise and Physical Activity	3
Anatomy and Physiology of Human Movement	3	Principles Motor Control and Learning of Exercise, Sports and Dance	3
PE 1	2	PE 2	2
NSTP 1	3	NSTP 2	3
Total	20	Total	20

 

Summer 1

Course	Units
Physiology of Exercise and Physical Activity	3
Applied Motor Control and Learning of Exercise, Sports and Dance	3
Individual and Dual Sports (Racket Sports, Athletics, Martial Arts)	3
TOTAL	9

 

2nd Year

1st Semester

2nd Semester

Course	Units	Course	Units
Science, Technology and Society/Agham, Teknolohiya at Lipunan (GE)	3	Elective (GE)	3
Ethics/Etika (GE)	3	Elective (GE)	3
Elective (GE)	3	Life and Works of Rizal (GE)	3
Movement Education	3	International Dance and other Forms	3
The Child and Adolescent Learners and Learning Principles	3	The Teacher and the Community, School Culture and Organizational Leadership	3
The Teaching Profession	3	Foundation of Special and Inclusive Education	3
PE 3	2	PE 4	2
Total	20	Total	20

 

Summer 2

Course	Units
Swimming and Aquatics	3
Emergency Preparedness and Safety Management	3
TOTAL	6

 

3rd Year

1st Semester

2nd Semester

Course	Units	Course	Units
Philippine Traditional Games and Sports	3	Team Sports (Soccer/Football, Basketball, Volleyball, Baseball, Softball, Non-traditional: Ultimate, Handball, Floorball, Futsal, Sepak Takraw	3
Coordinated School Health Program	3	Sports and Exercise Psychology	3
Personal, Community and Environmental Health	3	Drug Education, Consumer Health Education and Healthy Eating	3
Specialization Elective 1 (choose from the menu of courses)	3	Specialization Elective 2 (choose from the menu of courses)	3
Curriculum and Assessment for Physical Education and Health Education	3	Process of Teaching PE & Health Education	3
Assessment in Learning 1	3	Assessment in Learning 2	3
Building and Enhancing New Literacies Across the Curriculum	3	Technology for Teaching and Learning 1	3
The Teacher and the School Curriculum	3	Facilitating Learner-centered Teaching	3
Total	24	Total	24

 

Summer 3

Course	Units
Research 1	3
Technology Application 2 (Teaching PE and Health Education including Instructional Materials Development)	3
TOTAL	6

 

4th Year

1st Semester

2nd Semester

Course	Units	Course	Units
Field Study 1 (Observations of Teaching-Learning in Actual School Environment)	3	Practice Teaching/Teaching Internship	6
Field Study 2 (Participation and Teaching Assistantship)	3
Total	6	Total	6

SECTION 10. Sample Curriculum Map (for Specialization courses). —

CODES:

E (Enabling): Facilitates the achievement of the terminal outcome

R (Reinforced): Enhancement of existing competency/contributory to the program outcomes

T (Terminal): The achieved course outcome(s)

Specialization Courses	PO1	PO2	PO3	PO4	PO5
Foundation/Theory and Concepts Courses PE
Philosophical and Socio-anthropological Foundations of Physical Education and Sports	T	R	E	E	R
Anatomy and Physiology of Human Movement	T	R	E	E	R
Physiology of Exercise and Physical Activity	T	R	E	E	R
Principles of Motor Control and Learning of Exercise, Sports and Dance	E	T	R	R	R
Research 1	T	R	E	E	R
Sports and Exercise Psychology	T	R	E	E	R
Contextualized Courses in PE
Curriculum and Assessment for Physical Education and Health Education	E	R	T	T	R
Process of Teaching PE & Health Education	E	R	T	T	R
Technology for Teaching and Learning 2 (Technology Application in Teaching PE and Health Education including Instructional Materials Development)	E	R	T	T	R
Applied Motor Control and Learning of Exercise, Sports and Dance	E	R	T	T	R
Content-Performance Courses in PE
Movement Education	E	T	T	R	R
Dance
Philippine Traditional Dances	E	T	R	R	R
International Dance and other Forms	E	T	R	R	R
Games, Sports and Recreation
Individual and Dual Sports (Racket Sports and Athletics)	E	T	R	R	R
Team Sports I (Soccer, Basketball, Volleyball, and Softball, Non-traditional: Ultimate, Handball, Floorball, Futsal)	E	T	R	R	R
Philippine Traditional Games and Sports	E	T	R	R	R
Swimming and Aquatics	E	T	R	R	R
Health Education
Coordinated School Health Education Program	E	T	R	R	R
Personal, Community and Environmental Health	E	T	R	R	R
Emergency Preparedness and Safety Management	E	T	R	R	R
Drug Education, Consumer Health and Healthy Eating	E	T	R	R	R
Electives
Administration and Management of Physical Education and Health Education Programs	E	T	R	R	R
Contemporary Issues in PE, Health and Sports	T	E	R	R	R
Outdoor and Adventure Education	T	E	T	R	R
Non-traditional Games and Sports	E	T	R	R	R
Exercise Prescription and Programming	E	T	R	R	R
Music in the K-12 Curriculum	E	R	R	R	R
Arts in the K-12 Curriculum	E	T	R	R	R

SECTION 11. Sample Means of Curriculum Delivery. —

• Lecture/discussion

• Use of cooperative/active learning strategies such as games, role play, project-based learning, dialogues, journals, buzz sessions, brain storming, concept mapping, think-pair-share, counsel brainstorming exercise ICHDca

• Return demonstration

 Scenario-thinking

• Exposure trip (local or international)

• Community/Industry immersion

• Self-assessment

• Reflective learning experience

• Case analysis

• Creation of individual learning portfolio

• Community/Industry mapping exercise

• Critique or reflections

• Partnership and linkage

SECTION 12. Sample Syllabi for Selected Core Courses. —

(Please see attached Annexes)

ARTICLE VI

Required Resources

SECTION 13. Administration. —

Dean/Department Head

The Dean/Department Head of the college offering the degree shall be employed full-time and must possess the following qualifications:

1. Filipino Citizen

2. Holder of Doctorate degree in Education or related field

3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT)

4. With a total of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level

5. Preferably with at least two (2) years of managerial/administrative experience

SECTION 14. Faculty. —

A. General Requirements

1. As a general rule, master's degree in physical education or in an allied discipline is required for teaching in the tertiary level.

2. Faculty teaching general education and major subjects should have an appropriate master's degree in the field they are assigned to teach.

B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the following qualifications:

1. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981.

2. Holder of Master's degree in Education or in allied fields.

C. Full-time faculty members of the college

The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time.

E. Faculty Development

The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the faculty members to:

1. complete doctoral degrees in education and other allied fields;

2. attend continuing education seminars, workshops, conferences, and others;

3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and

4. give lectures and present papers in national/international conferences, symposia and seminars. TCAScE

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the Bachelor of Physical Education Program.

SECTION 16. Laboratory and Physical Facilities. —

1. Science Laboratory is necessary for Science courses in the GE

2. Lecture rooms with technology support

3. Playground

4. Dance Studio

5. Fitness Assessment Equipment

6. Playing Courts/Facilities

7. Resistance Training Equipment

8. Swimming Pool

9. Track and Field Oval

In the absence of facilities specified in nos. 8 and 9, the institution may execute a Memorandum of Agreement with nearby facilities.

A. Educational Technology Laboratory

The TEI should have access to an educational technology laboratory with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction.

B. Laboratory School or Cooperating Schools

The TEI should maintain a facility within which the students can undertake their field study. This facility may be a laboratory school administered by the TEI. In cases when TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with a Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses.

SECTION 17. Admission and Retention Policy. —

The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High School level recognized by the Department of Education.

TEIs must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEIs may use either of the following admission examinations:

1. an admission examination developed and validated by the TEI

2. an admission examination developed and validated by another TEI and used by TEI under a consortium agreement;

3. an admission examination developed and validated by private testing centers and used by TEI for a fee;

4. some other standardized tests for teaching aptitude; or

5. some other national qualifications examinations which may be developed in the future.

ARTICLE VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 18. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 19. Its proposed curriculum and its justification including a curriculum map.

SECTION 20. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 21. Proposed outcomes-based syllabus for each course.

SECTION 22. Proposed system of program assessment and evaluation.

SECTION 23. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 24. Transitory Provision. —

HEIs that have been granted permit or recognition for the Bachelor of Physical Education major in School Physical Education and Bachelor of Secondary Education major in MAPEH programs are required to fully comply with all the requirements in this CMO within a non-extendable period of three (3) years after the date of its effectivity. State Universities and Colleges (SUCs) and Local Colleges and Universities (LCUs) shall also comply with the requirements herein set forth. However, the curriculum shall be implemented effective Academic Year 2018-2019. cTDaEH

SECTION 25. Sanctions. —

For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws.

SECTION 26. Repealing Clause. —

Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.

All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.

SECTION 27. Effectivity Clause. —

This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation.

Quezon City, Philippines, November 2, 2017.

(SGD.) PATRICIA B. LICUANAN, Ph.D.Chairperson

ANNEX A

Sample Course Syllabus

ANNEX B

Description of Professional Education Courses

ANNEX C

Course Descriptions of PE Specialization/Major Courses

(Foundation/Theory and Concepts in PE)

ANNEX D

ICT Competency Standards for Teachers

ANNEX E

OBE Course Syllabus

ANNEX F

Glossary of Terms

Adapted physical education: Developmentally appropriate activities for students with limitations who may not safely or successfully engage in unrestricted participation in various activities of the general physical education program

Advanced Skills: Skills used in sport applications

Aerobic activity: Light to vigorous intensity physical activity that requires more oxygen than sedentary behavior and thus promotes cardiovascular fitness and other health benefits (e.g., jumping rope, biking, swimming, running, playing soccer, basketball, or volleyball)

Agility: A skill-related component of physical fitness that relates to the ability to rapidly change the position of the entire body in space with speed and accuracy

Anaerobic activity: Intense physical activity that is short in duration and requires a breakdown of energy sources in the absence of sufficient oxygen. Energy sources are replenished as an individual recovers from the activity. Anaerobic activity (e.g., sprinting during running, swimming, or biking) requires maximal performances during a brief period

Assessment: Process that enables teachers to evaluate a student's performance, knowledge or achievement

Athletics: Structured participation in organized sports

Balance: A skill-related component of physical fitness that relates to the maintenance of equilibrium while stationary or moving

Basic Skills: Skills that utilized either locomotor (e.g., walk, run, jump, skip, gallop) or manipulative (e.g., throw, catch, kick, strike) fundamental movements

Body composition: A health-related component of physical fitness that relates to the relative amounts of muscle, fat, bone and other vital parts of the body

Cardiovascular fitness: A health-related component of physical fitness that relates to ability of the circulatory and respiratory systems to supply oxygen during sustained physical activity

Competence: Sufficient ability to enjoy safe participation in an activity; the ability to perform and apply skills

Complex Skills: Skills that combine two or more locomotor and/or manipulative fundamental movements

Content Area: The categories of skill students should possess as a result of instruction

Coordination: A skill-related component of physical fitness that relates to the ability to use the senses, such as sight and hearing, together with body parts in performing motor tasks smoothly and accurately

Developmentally appropriate: Those aspects of teaching and learning that change with the age, experience and ability of the learner

Directionality: An awareness of space outside the body involving knowledge of directions in relation to right and left, in and out, up and down

Disaster Response: An immediate action responding to a situation in land, water and natural calamities (i.e., flood, typhoon) cSaATC

Duration: Amount of time spent participating in a physical activity session

Exercise: Activities that are planned and structured, and that maintain or improve one or more of the components of physical fitness; leisure time physical activity conducted with the intention of developing physical fitness

Fine Motor Coordination: Movement involving limited movement of parts of the body in the performance of precise movements (e.g., writing, tying shoelaces.)

Fitness: A state of well-being that allows people to perform daily activities with vigor, participate in a variety of physical activities, and reduce their risks for health problems

Flexibility: A health-related component of physical fitness that relates to the range of motion available at a joint

Force: The strength that moves the body; the amount of strength or tension necessary or advisable to execute a given movement

Frequency: The number of physical activity sessions during a specific time period (e.g., 1 week)

Fundamental motor skills: Basic fundamental movement patterns usually involving the large muscle groups that are necessary to perform a variety of physical activities; includes both locomotor skills such as walking, running, hopping, skipping, jumping, leaping and galloping, as well as manipulative skills such as throwing, passing, kicking, dribbling and catching

Gross-motor coordination: Performing skills involving large muscle groups

Health-related physical fitness: Consists of those components of physical fitness that have a relationship with good health: body composition, cardiovascular fitness, flexibility, muscular endurance and strength

Intensity: How vigorously an individual must exercise to improve in fitness; the rate of energy expenditure

Interpersonal communication skills: Verbal or non-verbal abilities that help to share feelings, thoughts and information with another person in a positive manner

Interpersonal social skills: Skills that enhance the ability to work and play together such as cooperation, fair play, sportsmanship, respect, loyalty, patience, self-control and tolerance

Lead-up games: Games that utilize basic skills and strategies related to specific sports and activities

Leisure activity: Physical activity undertaken during discretionary time

Lifestyle activity: Physical activity typically performed on a routine basis (e.g., walking, climbing stairs, mowing or raking the yard), which is usually light to moderate in intensity

Locomotor skills: Skills used to move the body from one place to another including walking, running, skipping, leaping, sliding, galloping, jumping and hopping

Low-organized games: Activities that are easy to play, have few and simple rules, require little or no equipment, and may be varied in many ways

Manipulative skills: Skills developed when a person handles some kind of object including throwing, kicking, batting, catching, redirecting an object in flight (such as volleyball) or continuous control of an object such as a hoop

Mature form: The basic movement that can be performed with ease, is smooth, efficient, repetitive and can be performed without thinking out each step of the movement; the most efficient technique for the development of force production in a skill; usually associated with the highly skilled performances; using the critical elements of a skill (e.g., step with the opposite foot when throwing)

Morbidity: The rate of disease or proportion of diseased people

Mortality: The rate or proportion of death from all causes

Motor skills: Non-fitness abilities that improve with practice (learning) and relate to one's ability to perform specific sports and other motor tasks

Movement concepts: A generalized idea concerning human motion (e.g., the lower the center of gravity, the more stable the object; throwing a ball in front of a moving receiver)

Movement concepts and principles: Relates to the cognitive information concerning the development of physical fitness and motor development and its application in real life such as specificity in training and other principles of conditioning, application of force, center of gravity, and stress management

Muscular endurance: A health-related component of physical fitness that relates to the muscle's ability to continue to perform without fatigue

Muscular strength: The ability of muscles to exert a force one time

Non-locomotor skills: Skills that are performed in place without appreciable spatial movement and include bending and stretching, pushing, pulling, raising and lowering, twisting and turning, and shaking

Perceptual motor skills: Movement involving the interrelationships between the perceptual or sensory processes and motor activity including balance and directionality

Performance Indicator: The indices of quality that specify how competent a student must be to meet the standard

Physical Activity: Physical movement involving the large skeletal muscles; a wide variety of activities that promote health and well-being; bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure cHDAIS

Physical Fitness: A set of physical attributes related to a person's ability to perform physical activity successfully, without undue strain and with a margin of safety

Physical Literacy: A composite of fundamental movement, motor and activity-specific skills that serves as the foundation for confident, enjoyable and sustained participation in a wide range of physical activities

Power: Skill-related component of physical fitness relating to the ability of the rate at which one can perform work

Psychomotor development: Area of learning involving the attainment of movement skills and competencies needed for a lifetime of activity

Quality physical education programs: Those that are developmentally appropriate and provide a progressive, systematic curriculum

Reaction time: A skill-related component of physical fitness that relates to the time elapsed between stimulation and the beginning of the reaction to it

Recess: A time set aside for children to engage in free, usually unstructured, play

Rhythm/s: Involves motion that possesses regularity and a predictable pattern often involving music such as dance patterns and jumping rope

Rudimentary Application: Movements acquired during the first year of life concerning stability (control of head/neck/truck, sitting, standing), locomotion (crawling, creeping, upright gait), and manipulation (reaching, grasping, releasing)

Sequential: Following one movement pattern to the next in an orderly pattern

Skill-related physical fitness: Consists of those components of physical fitness that have a relationship with enhanced performance in sports and motor skills: agility, balance, coordination, power, speed and reaction time

Space awareness: Perception of where the body moves, including general and self space, directions, pathways, levels, and extensions

Specialized movement skill: Movement skills used specifically for structured sports and games, as opposed to skills fundamental to many sports (i.e., lay up shot, volleyball spike, golf drive, tennis forehand); skills basic to a movement form (basketball chest pass, soccer dribble, fielding a softball with a glove)

Speed: A skill-related component of physical fitness that relates to the ability to perform a movement within a short period of time

Sport: A general term for structured physical activities and athletics

Standard: The agreed upon level of accomplishment; what all students must know and be able to do as a result of instruction

Strength: The ability of the muscle to exert force

Stress management: The ability to cope with stress as a normal part of life including the ability to identify situations and conditions that produce stress and adopt healthy coping behaviors

Team sports: Includes games, sports and leisure pursuits that require the participation of one or more groups of individuals on teams such as basketball, football and soccer

ANNEX G

ALTERNATIVE PERFORMANCE INDICATORS

Graduates of Bachelor of Physical (BPEd) should be able to:

a. understand sports history, foundation of physical education and sports, and the essentials of fitness and wellness, analyze scientifically and understand the body parts and how it functions in various physical movement and activities;

b. define the importance of physical education, lifelong sports, fitness and exercise and recite and relate sports historical accounts in relation to present-day and cultural activities and trends;

c. demonstrate proficiency and efficiency in all movement forms;

d. apply movement concepts and principles to the learning and development of physical/motor activities;

e. demonstrate responsible personal and social behavior through participation in different physical activity settings;

f. exhibit moral and ethical standards in social and physical activities;

g. demonstrate physical skills, leadership and managerial capabilities in all activities and programs for both normal and differently abled individuals;

h. exhibit and promote active and healthy lifestyle, value of fitness and experience and lifelong activity;

i. conduct research and prepare technical reports on sports and physical education studies and related fields;

j. develop proficiency in verbal and written communication skills via reports, presentations, and work outputs in various physical, sports activities and as research produce.

k. develop new medium and pedagogy of learning and teaching physical education, health and safety education.

l. present feasible and workable plan for organization, supervision and management of physical education, and sports competitions leagues and other related activities; ISHCcT

m. demonstrate pedagogical skills in dealing and teaching with all types of students, clientele and people with disabilities;

n. organize and supervise programs and activities for physical education fitness, sports, tourism and cultural programs;

o. understand legal and professional administrative, supervisory and managerial functions and programs; and

p. develop an assessment and evaluation tools in the planning and preparation of physical education activities, sports and wellness programs.

q. engage in social cultural and educational transcending activities through participation and performance.

Footnotes

1.Program Outcome "e" common to the Teacher Education discipline under Section 6.2. is anchored on the CHED-UNESCO ICT Competency Standards for Teacher Education in Annex D.