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Pathfit 1 (1ST SEM-1ST YR)

Physical Activity towards Health and Fitness
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PATHFit 1: Movement Competency Training

Course Code PATHFit 1 Course Title Movement Competency Training

Credit Units 2 Course Pre-/Co-requisites None
Revision No. of Times Revised: 1 Date Revised:
This course reintroduces the fundamental movement patterns that consist of non-locomotor and locomotor skills, which are integrated with core
training to meet the demands of functional fitness and sports performance. Emphasis will be on exercise regression progression for the
Course Description
enhancement of fitness and the adaptation of movement competencies to independent physical activity pursuits. In conjunction with fitness
concepts, exercise and healthy eating principles, periodic evaluation of one’s level of fitness and physical activity, as well as eating patterns will
be conducted to monitor one’s progress and achievement of personal fitness and dietary goals.
Program Intended Learning Active and Health Living
Outcomes (PILO) This outcome is achieved through the adaptation of movement competencies to physical activity pursuits.
1. Participate in moderate to vigorous physical activities (MVPAs) in accordance with national and global recommendations on
physical activities for health.
2. Adapt movement competencies to independent physical activity pursuits that are health-enhancing and personally rewarding.
3. Monitor progress and evaluate achievement of personal fitness and dietary goals.
4. For sports, apply basic tactics (e.g. defense, offense, transition) in game situations.
5. Practice empathy, fair play; show respect for differing abilities through interpersonal communication skills and emotional regulation
during PA participation
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Advocacy and Action

INDIVIDUAL LEVEL. This outcome is achieved through periodic evaluation of the learner’s (a) physical activity levels, (b) fitness levels, and
(c) dietary/eating patterns. Such evaluation is aimed at enhancing awareness and personal responsibility for making healthy choices (i.e.,
taking action).
COMMUNITY LEVEL. The learner is provided with and/or seeks opportunities for participation in and/or lead (e.g. organize) physical activity-
related events (e.g. intramurals, PA-based clubs, fitness and wellness activities, etc.). These opportunities enable the learner to interact with and
positively influence others (i.e. advocacy).
Outcomes
1. Devise, apply, and appraise a range of strategies to improve their own physical activity performances and those of others.
2. Enhance and advocate for one’s personal and others’ fitness, safety and well-being through physical activity participation and/or
leadership.
3. Promote practical and creative interventions that will create community connection and contribute to the health and well-being of
the school and/or larger community.
Upon completion of the course, the students should be able to:
1. determine personal fitness from baseline (pre-test) levels;
2. demonstrate movement competence and confidence;
3. assess a personal food log based on dietary recommendations beneficial to one’s body;
Course Intended Learning
4. execute the movement patterns properly;
Outcomes (CILO)
5. display the value of fair play, empathy, respect for others’ abilities and diversity by understanding how these can influence their
interaction with others;
6. devise and apply a range of strategies to improve one’s physical activity performance and those of others
7. enhance and advocate for one’s personal and other’s fitness, safety and wellness through physical activity participation and/or leadership.

I. Course Design Matrix

TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
ACTIVITIES (GAD)
MATERIALS (ALO)
At the end of the session, Vision, Mission, Core DHVTSU Code Collaborative 1. Thorough Oral assessment During the discussion Self Confidence 1st week
the students should be Values and Outcomes discussion of the and other aspects of Rapport
able to: ✓ The University Student Handbook Brainstorming Student Handbook the instruction, the
1. internalize and Vision, Mission and following will be
demonstrate the vision, Core Values; Creative Self- 2. Creative observed:
mission, core values of ✓ The College of Presentation explanation of the • use non- sexist
the university, the Education Mission Discussion Method rules and regulation words Involvement
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TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
MATERIALS ACTIVITIES (ALO) (GAD)
college and degree and Goals; • show respect
2. clarify expectations of ✓ Content of the 3. Innovative regardless of
Syllabus
the course and its presentation of their gender
requirements understanding on • reduce barriers in
the VMGO developing a
personal and
academic success
created by sexism
• recognize gender
issues arising
from their
different social
position and
gender roles.
Establish familiarization • Anatomical Reference Discussion Method Teacher-led Quiz • use non- sexist Effective 2nd Week
of the basic anatomical Position discussion with words Efficient
concepts necessary for • Directional Terms drills and practice • use of proper Involvement
physical activity • Movement Terms P.E attire
participation
Improve fitness from 1. Physical Fitness Discussion Method Conduct of fitness • PAR-Q • use non- sexist Involvement 3rd week
baseline (pre-test) levels a) Fitness concepts test • IPAQ words Excellence
• Interpret assessment and assessments • Determine level • Health- • recognize gender Accuracy
Demonstration issues arising
results; b) Physical Activity of readiness related Efficient
from their
• Establish and monitor c) Exercise variables through PAR-Q Fitness Tests Societal
different social
fitness goals relative and principles • Fitness test • PA Log -Responsibility
to standards position and
(overload, protocol
gender roles.
• Design an progression, briefing and test
proper • Show respect
individualized variety,
regardless of
exercise program specificity, warm- • Lecture on PA age and gender
• Independently up, cool down) recommendatio • Use of Norms-
participate in physical ns and exercise/ Standard
activities outside of training
PE class principles
• Train at a level to • Record-
match one’s keeping: PA log
needs
and abilities
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Display movement 2. Activity-specific skills Demonstration • Drills • CCST • Show respect Involvement
competence and a) Non-locomotor • Workouts • MCS1/ regardless of Excellence
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TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
MATERIALS ACTIVITIES (ALO) (GAD)
confidence skills MCS2 age and gender Accuracy
• Adapt fundamental • Bracing the • Exercise • recognize gender Efficient
issues arising
movement core techniques Accuracy
from their
competencies in an • Dead bug Societal
different social
exercise program series -Responsibility
• Rolling position and
• Execute proper Effective
• Bird dog gender roles.
exercise techniques Care
while using a variety series Proactiveness
of resistance training • Press up,
equipment scapular
• Self-regulate by protraction
identifying errors in and retraction
skill execution and • Plank series
correcting one’s • Squat series
execution or b) Locomotor skills Demonstration • Drills • Show respect Involvement
performance • Crawl and • Workouts regardless of Excellence
• Observe safety creep age and gender Accuracy
procedures in the use • Jumping (and • recognize gender Efficient
of equipment and landing) issues arising Accuracy
facilities series from their Societal
• Linear different social -Responsibility
movements position and Effective
(hop, skip, gender roles. Carefulness
leap or Proactiveness
bound, leap,
jog, run, and
backpedal)
• Lateral
movements
(slide,
crossover,
grapevine)
c) Mobility training Demonstration • Drills • Show respect Effective
• Ankle • Workouts regardless of Accuracy
• Hip age and gender Involvement
• T-spine • recognize gender Carefulness
• Vertical pull issues arising
and push from their
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TEXTBOOK/ ASSESSMENT
TEACHING AND GENDER
DESIRED LEARNING COURSE CONTENT/ REFERENCES/ METHODOLOGIES OF LEARNING VALUES TIME
LEARNING SENSITIVENESS
OUTCOMES (DLO) SUBJECT MATTER RESOURCE AND STRATEGIES OUTCOMES INTEGRATION TABLE
MATERIALS ACTIVITIES (ALO) (GAD)
• Lifting and different social
throwing position and
gender roles.

Evaluate a personal food 3. Healthy Eati Discussion Method • Lecture and Food log • use non- sexist Carefulness
log based on dietary 4. ng Habits discussion evaluation words Societal
recommendations a) Nutrients, their • Record-keeping • reduce barriers Responsibility
• Interpret food labels functions and of food log in developing a
Integrity
personal food
accurately recommended Efficiency
choice
• Critique health claims intake (food Mindfulness
of food products and pyramid)
popular dietary b) Eating practical
practices (fad diets)
• Evaluate a 4-day food
log based on the
Philippine food
pyramid
Participate and/or conduct Fitness Week Discussion Method • Circuit training • Circuit • Show respect in Excellence
a fitness event • Fitness Challenge • Participate in training gender fluidity Effectiveness
• Show empathy Demonstration events through • Attendance • recognize gender Efficiency
issues arising
towards others who play, officiating and Involvement
from their
differ in skill and and/ or participation Accuracy
different social Determination
fitness levels, as well management
position and
as abilities
gender roles.
• Regulate emotions,
respectfully
communicate and
collaborate with
others

Note: This course design is flexible and may include additional topics and activities deemed necessary by the teacher.
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II. Requirements
✓ Fitness Test 20 pts.
✓ Core Strength and Stability Test (CSST) 5 pts.
✓ Skills Assessment
▪ Exercise Techniques 10 pts.
▪ Fitness Training Challenge 10 pts.
▪ MCS 1/ MCS 2 10 pts.
✓ Physical Activity Log 30 pts.
✓ Food Log 10 pts.
✓ Quiz 5 pts.
100 pts.

III.Grading System
*Points per requirement to be determined by the IPE faculty members
Fitness Tests (20 points)

Prepared by:

FACULTY MEMBERS OF PHYSICAL EDUCATION