Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION AND
HEALTH
(Grades 4 to 10)
2023
NOT FOR SALE
(Grade 1 to Grade 10)
1 Physical Education and Health Curriculum Guides
INTRODUCTION
A healthy, physically literate and holistically developed Filipino youth is a strong investment to a world that is more connected,
interdependent and driven by innovation.
This vision is anchored on the reality of our Filipino learners who are constantly facing challenges that seriously impact their
wellbeing, transcend their individual selves and their immediate environment. It also considers the increasing role of technology and media
in transforming how Filipino learners communicate, learn, and interact with the world.
In Physical Education and Health, the Filipino learners will acquire the skill set and mindset to effectively navigate their paths
forward. They will realize opportunities for growth; find meaning in their experiences; make informed and sound decisions and improve
their own as well as others’ lives. Since improving, maintaining, and optimizing one’s health is an ongoing and lifelong process, they will
develop the self-efficacy to behave, think and act constructively as well as collectively. Additionally, PE and Health curriculum makes sure
that all learning competencies contribute to the development of 21st century skills. It includes critical thinking, problem-solving, creativity,
innovation, communication, and collaboration.
Health Education emphasizes the development of positive health attitudes and relevant skills to achieve a good quality of living.
Thus, the focus on skills development is explicitly demonstrated to develop desirable health attitudes, habits, and practices. Health
Education from Grade 4 to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral, and spiritual dimensions of
holistic health. It enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to
prevent and control diseases; to prevent substance misuse and abuse; to reduce health-related risk behaviors; to prevent and control
injuries with the end-view of maintaining and improving personal, family, community, as well as global health. It is aimed at health literacy,
which specifically consists of cognitive and social skills which determine learners’ motivation and ability to gain access to, understand and
use information in ways which promote and maintain health (Nutbeam, 1999).
Physical Education is aimed at physical literacy and considers the development of the learner’s movement competency as the highest
priority because of its impact on their self-efficacy, intrinsic motivation, physical activity participation, fitness and overall health. Physical
literacy consists of a combined skill set and mindset that drives learners to choose to become physically active because they are competent
in and confident with movement. This disposition results from positive learning experiences and a supportive environment. Most of all,
learners have the overall fitness that will allow them to engage in multiple and a variety of physical activities. However, the physical activities
to be implemented will be dependent on the school's available equipment and facilities. Moreover, teachers can modify the sports or games
to suit the resources available to them. For example, if there is no basketball court, they can teach basketball skills such as dribbling,
passing, and shooting using a smaller ball in a smaller space.
Objectives of the Physical Education and Health Curriculum
1. Develop physical literate and health literate 21st century learners.
2. Provide students with knowledge, skills, and attitudes to make informed decisions about their health.
3. Promote healthy and risk-preventive behaviors.
NOT FOR SALE
2 Physical Education and Health Curriculum Guides
4. Empower students to take responsibility for their own health by teaching them how to access reliable health information and resources.
5. Develop fundamental movement skills and concepts to move confidently, competently, creatively, and safely in play, games, exercise, sports,
and dance and in different settings for lifelong physical activity participation.
6. Advocate for healthy lifestyles and strive to positively influence others.
The merging of physical education and health into one curriculum
The merging of physical education (PE) and health is becoming increasingly popular. Other countries that have implemented physical
education and health curriculum include Australia, Japan, Canada, China, Germany, and the United Kingdom. This is due to the recognition
that these two subjects are interconnected and that a holistic approach to health education is necessary for students to develop healthy
habits and lifestyles. The following are the literatures that justifies the merging of these two fields.
1. Helps students understand the interconnectedness between their physical health and overall wellbeing. By learning about physical fitness,
nutrition, mental health, and other aspects of health, students can develop a holistic understanding of how to maintain a healthy lifestyle
(Jones and Kim, 2020).
2. Help schools maximize their resources and time. Rather than teaching physical education and health education as separate subjects,
teachers can integrate the two and cover more material in each period. Finally, combining physical education and health education can help
address public health issues, such as rising rates of obesity and chronic disease. By educating students about healthy habits and lifestyles,
schools can help promote healthier communities overall (Hossain, Kawar, & Nahas, 2007; Lobstein, 2011).
3. There will be a holistic approach to wellness: Physical education and health education are two complementary subjects that address
different aspects of wellness. Physical education focuses on developing physical fitness and motor skills, while health education covers a
wide range of topics, including nutrition, disease prevention, mental health, and personal safety. By combining the two subjects, students
can develop a more comprehensive understanding of what it means to be healthy and how to achieve optimal wellness (Chandler McKean,
2019).
4. Promotes interdisciplinary learning: Combining physical education and health education also provides opportunities for interdisciplinary
learning. For example, students can learn about the relationship between physical activity and mental health or the importance of nutrition
for physical performance. (Kim and Martinez, 2018).
5. A study on implementing wellness in physical education showed a new approach to curricula and combines previously separated health
and wellness and physical education to create a wellness education (Chandler McKean, 2019).
6. The Health and Physical Education (HPE) can and has proven to promote health in children and youth and provide students with the
ability to know how to be well in all aspects - emotionally, physically, intellectually, spiritually, and socially (Kilborn, 2016).
7. In Health and Physical Education students develop the knowledge, understanding and skills to support them to be resilient, to develop a
strong sense of self, to build and maintain satisfying relationships, to make health-enhancing decisions in relation to their health and
physical activity participation, and to develop health literacy competencies to enhance their own and others’ health and wellbeing. (Australian
Curriculum, Assessment & Reporting Authority (ACARA), 2012, p. 2).
8. Research suggests that “HPE should be embraced in all schools for its ability to offer opportunities in a holistic manner” (Lynch, 2015c).
NOT FOR SALE
3 Physical Education and Health Curriculum Guides
9. Health, physical education, and recreation are allied and closely inter-related fields and should be coordinated in the best interests of the
community (The International Council for Health, Physical Education, & Recreation (ICHPER), 1971).
10. Interdisciplinary learning, the educational process where two or more subject areas are integrated together, enhances what students learn
and allows teachers to make curriculum more relevant (Chandler McKean, 2019).
11. Integrating physical activity and health and wellness in P.E. will create a fun, engaging environment that educators want to teach in, and
students want to learn in (Cone, Citation1998).
12. In 1994, the nomenclature of the key learning area was officially changed from “Physical Education” to “Health and Physical Education” and
a holistic sociocultural approach was adopted. Thorpe describes this period as influenced by “crisis” discourse (2003), which was believed to
have had a cultural meaning (Tinning & Fitzclarence, 1992).
13. Literature recommends connecting the curriculum (Cliff et al., 2009), and recent research findings in primary schools advise that HPE
implementation is achievable through HPE leadership, adopting clear communication and underpinned by a “whole school” approach. (Lynch,
2015a).
Introduction of MAPEH in Grade 4
The introduction of SIKAP as a transdisciplinary learning area in Key Stage 1 is a strategic response to the Department of Education's current
aspiration, which emphasizes the development of foundational skills, specifically literacy and numeracy, as well as the development of a sense of
nationalism in the first key stage. This will give teachers and students more time to concentrate on reading comprehension, which is one of the
factors contributing to the low quality of learning among Filipino students (Estacio, 2013). The Philippines' poor performance on numerous
international tests, including the Program for International Student Assessment (PISA) and Southeast Asia Primary Learning Metrics (SEA-PLM),
serves as evidence of this.
It ensured that the critical knowledge, skills, and attitudes of MAPEH in Key Stage 1 were addressed in the SIKAP curriculum and integrated
into other learning areas such as GMRC, Math, and English.
NOT FOR SALE
4 Physical Education and Health Curriculum Guides
CURRICULUM FRAMEWORK
The Physical Education and Health Curriculum Framework displays a set of interlocking components that include the key learning areas and
their specific strands, the impact (e.g. influence) of the learner on others vis-à-vis the context in which learning takes place (i.e., family, community,
society), and the intended learning outcomes (i.e., physical literacy, health literacy, and 21st century skills). Each component moves in sync with
the other components to highlight the articulation between the two learning areas and how they contribute to the achievement of a common goal.
The framework is anchored on the philosophical underpinning that drives the curriculum, that is, health is a fundamental right of all, and movement
is a powerful means for learning, thereby, guiding the provision of essential learning experiences to achieve the common goal of lifelong healthy, active
living.
The core of the framework signifies the end goal of the learning area, characterizing a holistically developed learner. Physical Education and
Health is geared towards the development and attainment of health and physical literacy dispositions as well as 21st century skills which
contribute to the well-being of the individual, family, community and improve the quality of life in society, and motivate them to take responsibility
NOT FOR SALE
5 Physical Education and Health Curriculum Guides
for their lifelong holistic health and well-being in varied and rapidly changing “glocal" contexts. The double-headed arrow symbolizes the
directional relationship of learning from self to society and vice versa. The light and semi-transparent color on the bottom part of the doubleheaded arrow indicates a blank canvas which absorbs different and multifaceted learning approaches. As learning progresses into higher and
larger contexts, its color becomes more vivid showing holistic learning.
Learning Area Standard: The learner discerns information and advocates for others’ well-being based on an essential understanding of movement,
fitness, and health concepts, through safe participation in varied and developmentally appropriate physical activities that are moderate-to-vigorous
and the practice of healthy habits.
Key Stage Standards:
Key Stage
Key Stage Standard
The learner demonstrates fundamental physical and health literacies through movement, game, rhythmic, and wellness activities
2 (G4-G6)
using concepts, processes, and practices in health and physical education.
The learner demonstrates well-integrated physical and health literacies to promote wellness through movement and skill
3 (G7-10)
repertoire in exercise, dance, sports, outdoor recreation, adventure activities, and health behaviors within the context of the
Filipino cultural identity and diversity using concepts, processes, and practices in health and physical education.
Grade level Standards:
Grade Level
Grade Level Standard
The learner demonstrates competencies by moving safely in space based on their relationship to people and objects, fitness levels
4
and skills, and the acquisition of basic health literacy concepts that contribute to personal, family, and community wellness.
The learner demonstrates competencies using processes and practices in physical and health education in relation to the
5
application of movement and fitness concepts in game situations and rhythmic activities and basic health literacy concepts.
The learner applies movement, fitness and health concepts in producing activities at home, in school, and the community through
6
processes and practices in physical and health education that contribute to personal, family, and community wellness.
The learner applies physical and functional health literacies by responding to a variety of tactical problems in different invasion
7
and target game situations through sport-specific skills and rhythmic activities that are supported by fitness abilities, and health
practices in relation to growth and development within the context of Filipino cultural identity and diversity.
The learner applies physical and interactive health literacies by responding to a variety of tactical problems in different
8
striking/fielding and net/wall game situations through sport-specific skills and rhythmic activities that are supported by fitness
abilities and observing health practices in relation to disease prevention within the context of Filipino cultural identity and diversity.
The learner applies physical and critical health literacies by solving tactical problems of increasing complexity presented in different
9
game situations through sport-specific skills and rhythmic activities that are supported by fitness abilities, and analyzing health
behaviors within the context of Filipino cultural identity and diversity.
The learner integrates physical and functional health literacies by creating and organizing games, outdoor recreational activities,
10
and staging dance production, and managing health-enhancing choices within the context of Filipino cultural identity and diversity.
NOT FOR SALE
6 Physical Education and Health Curriculum Guides
GRADE 4
First Quarter
Content
Theme: Managing Personal Health for
Active Living
PHYSICAL EDUCATION
• Movement Concept
- Relationship with people and object
• Movement Skills
- Locomotor Skills
- Manipulative Skills
• Game Concept
- Positioning (attacking by creating & and
moving into space and defending by
denying space)
• Game Classification
- Invasion Games
• Fitness Concepts
- Agility, Balance, Coordination, Speed
- Intensity: Moderate to Vigorous Physical
Activity
Suggested Physical Activities
• Philippine games (agawan base, moro-moro,
agawan sulok, lawin at sisiw, ubusang lahi,
agawan panyo, patintero, langit lupa, araw
lilim)
• Lead up games
NOT FOR SALE
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the game
concept,
disease
prevention,
bullying,
harassment,
discrimination,
and violence.
participates
safely in
physical
activities, and
practices ways
to achieve
disease-free
and violencefree
environment.
Learning Competencies
Time
Allotment
1. explains the concepts of games, disease
prevention,
bullying,
harassment,
discrimination, and violence
2 Weeks
PEH4-Iab-1
2. analyzes ways in preventing disease
including breaking the chain of infection and
immunization to stay healthy and diseasefree
3. demonstrates assertive behavior to prevent
and deal with bullying, harassment,
discrimination, and violence as basic right of
safety
1 Week
PEH4-Ic-2
1 Week
PEH4-Id-3
7 Physical Education and Health Curriculum Guides
(A review of the locomotor movements and
movement concepts shall be used as a
springboard for the discussion of the learning
competencies.)
HEALTH
• Disease Prevention
- Breaking chain of infection
- Immunization
• Bullying, Harassment, Discrimination and
Violence
- Basic rights on child safety
- Assertive behaviors
4. executes positioning by attacking and
defending in response to situations in
invasion games with agility, balance,
coordination and speed
5 Weeks
PEH4-Iei-4
Learning Competencies
Time
Allotment
1. explains the concepts of games, nutrition,
food, road safety and the effects of social
media
1 Week1
PEH4-IIa-1
GRADE 4
Second Quarter
Content
Theme: Eating Healthy for Safe and
Active Living
PHYSICAL EDUCATION
• Movement Concept
- Relationship with people and object
• Movement Skills
- Locomotor Skills
- Manipulative Skills
• Game Concepts
- Positioning (people and location in space)
- Relationship to objects: sending away
(throw and strike)
• Game Classification
- Target Games
• Fitness Concepts
NOT FOR SALE
Content
Standards
The learner
demonstrates
understanding
of the game
concepts, food
choices, road
safety, and
effects of social
media on
health.
Performance
Standards
The learner
participates
safely in
2. exhibits responsible decision-making skills
physical
on food choices
activities,
practices wise
food selections, 3. analyzes the effects of social media on health
road safety
for personal safety
and proper
responses to
the effects of
social media
4. demonstrates road safety practices for
on health.
pedestrian
1 Week
PEH4-IIb-2
1 Week
PEH4-IIc-3
1 Week
PEH4-IId-4
8 Physical Education and Health Curriculum Guides
-
Agility, Balance, Coordination, Speed
Intensity: Moderate to Vigorous Physical
Activity
Suggested Physical Activities
• Philippine games (tatsing, calahoyo, tumbang
preso, tamaang-tao, batuhang bola)
• Lead up games
5. executes locomotor skills by avoiding an
object or obstacles with agility, balance, and
coordination in response to target game
situations
3 Weeks
PEH4-IIeg-5
6. performs manipulative skills by sending or
propelling an object to an intended area in
response to target game situations
2 Weeks
PEH4-IIhi-5
Learning Competencies
Time
Allotment
1. explains the concepts of rhythmic activities,
right to healthcare needs, sexual, and
reproductive health
2 Weeks
PEH4-IIIab-1
2. analyzes the importance of health and sexual
reproductive rights
1 Week
PEH4-IIIc-2
(Review of the locomotor movements and movements
concepts shall be used as springboard of discussing
the learning competencies)
HEALTH
• Food Choices
- Basic rights to nutrition
- Influencing factors on food choices
• Road safety
• Effects of social media on health for personal
safety
GRADE 4
Third Quarter
Content
Theme: Safe and Active Living for
Healthy Sexuality and Family
PHYSICAL EDUCATION
• Movement Concept
- Relationship with people and object
• Movement Skills
- Non-locomotor Skills
- Locomotor Skills
- Manipulative Skills
• Fitness Concepts
- Agility, balance, coordination
- Moderate to Vigorous Physical Activity
NOT FOR SALE
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of rhythmic
activity
concepts and
healthcare
needs and
rights.
participates
safely in
rhythmic
activities, and
exhibits sound
decisionmaking skills
on health
needs and
rights.
9 Physical Education and Health Curriculum Guides
•
Rhythmic Activity
- Creative Rhythms
Suggested Rhythmic Activities
• Interpretative, Jazz, Lyrical, Emerging Dances
(Review of the locomotor movements and movements
concepts shall be used as springboard of discussing
the learning competencies)
HEALTH
• Healthcare Needs and Rights
• Sexual Reproductive Health Rights
3. practices sound decision-making skills on
healthcare needs and rights
1 Week
PEH4-IIId-3
4. demonstrates related movement skills and
concepts through creative rhythms to
develop fitness
5 Weeks
PEH4-IIIei-4
Learning Competencies
Time
Allotment
1. explains the concepts of rhythmic activities,
psychoactive substances, and environmental
protection
2 Weeks
PEH4-IVab-1
GRADE 4
Fourth Quarter
Content
Theme: Active Living for Substance-free
Life and Healthy Community
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Non-locomotor Skills
NOT FOR SALE
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of rhythmic
activity
concepts,
effects of
participates
safely in
rhythmic
activities,
practices
decision
10 Physical Education and Health Curriculum Guides
- Locomotor Skills
- Manipulative Skills
• Fitness Concepts
- Agility, Balance, Coordination
- Moderate to Vigorous Physical Activity
• Rhythmic Activities
- Social Dance and Mixers
Suggested Rhythmic Activities
• National Dance Mixers (Alahoy, Apat-Apat,
Kamayan, Leron, Leron Sinta)
psychoactive
substances
and ways to
protect the
environment.
making skills
on the effects
of psychoactive
substances,
and ways to
protect the
environment.
(Review of the locomotor movements and
movements concepts shall be used as
springboard of discussing the learning
competencies)
2. analyzes the nature of environmental threats
and the importance of protecting the
environment
3. discusses the
substances
HEALTH
• General effects of psychoactive substances
• Ways to protect the environment
- 8Rs: Reduce, Refuse, Reuse, Re-Purpose,
Repair, Recycle Right, Remove, and Rally
effects
of
psychoactive
1 Week
PEH4-IVc-2
2 Weeks
PEH4-IVde-3
4. demonstrates related movement skills and
concepts through social dance and mixers to
develop fitness
4 Weeks
PEH4-IVfi-4
Learning Competencies
Time
Allotment
1. explains the concepts of games, puberty,
body image, and self-worth
2 Weeks
PEH5-Iab-1
GRADE 5
First Quarter
Content
Theme: Managing Personal Health for
Active Living
PHYSICAL EDUCATION
• Movement Concept
NOT FOR SALE
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the game
participates
safely in
physical
11 Physical Education and Health Curriculum Guides
- Relationship with people and object
Movement Skills
- Locomotor Skills
- Manipulative Skills
• Game Concepts
- Positioning (attacking and defending)
- Relationship to objects: sending away
(throw and strike)
• Game Classification
- Striking/Fielding Games
• Fitness Concepts
- Agility, Balance, Coordination, Speed
- Intensity: Moderate to Vigorous
Physical Activity
Suggested Physical Activities
• Philippine Games (Kickball, Syato)
• Lead up Games
•
concepts,
pubertal
changes
management;
body image,
self-worth and
their impact on
mental health
and wellbeing.
activities, and
manages
pubertal
changes, body
image, and
self-worth.
HEALTH
• Management of changes during puberty
• Body image (emotional attitude, beliefs,
and perceptions) and self-worth and
their impact on mental health and
wellbeing
2. analyzes how body image and self-worth
influence holistic wellness during puberty
1 Week
PEH5-Ic-2
3. demonstrates healthy ways of managing
puberty-related changes
1 Week
PEH5-Id-3
4. executes locomotor skills by avoiding and
blocking an object or obstacle with agility,
balance, coordination, and speed in response
to striking/fielding game situations
3 Weeks
PEH5-Ieg-4
5. performs manipulative skills by sending or
propelling an object to an intended target or
area in response to striking/fielding game
situations
2 Weeks
PEH5-Ihi-5
Learning Competencies
Time
Allotment
GRADE 5
Second Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
12 Physical Education and Health Curriculum Guides
Theme: Eating Healthy for Safe and
Active Living
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Locomotor Skills
- Manipulative Skills
• Game Concept
- Positioning (people and location in
space)
- Relationship to objects: striking
(attack), blocking/receiving (defend),
sending away (throw and strike)
• Game Classification
- Net/Wall Games
• Fitness Concepts
- Agility, Balance, Coordination, Speed
- Intensity: Moderate to Vigorous
Physical Activity
Suggested Physical Activities
• Lead up games
The learner
The learner
1.
demonstrates
participates
understanding safely in sports
of the game
and waterconcepts, food
based
labels,
recreational
advertisements, activities, and 2.
and safety
practices
when
appropriate
participating in
appraisals of
sports and
food labels,
water-based
advertisements.
recreational
3.
activities.
HEALTH
• Reading and understanding food labels
and advertisements
• Safety protocols when participating in
sports and water-based recreational
activities.
explains the concepts of games, food labels,
advertisements,
and
safety
when
participating in sports and water-based
recreational activities
2 Weeks
PEH5-IIab-1
analyzes safety precautions in participating
in
games,
sports, and
water-based
recreational
1 Week
PEH5-IIc-2
demonstrates appropriate appraisals of food
labels and advertisements
1 Week
PEH5-IId-3
4. performs manipulative skills by striking an
object to an intended target/area and
blocking and/or receiving an object in
response to net/wall games situations
3 Weeks
PEH5-IIeg-4
5. executes positioning by covering space
and/or supporting another player with
agility, balance, coordination and speed in
response to net/wall games situations
2 Weeks
PEH5-IIhi-5
Learning Competencies
Time
Allotment
GRADE 5
Third Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
13 Physical Education and Health Curriculum Guides
Theme: Safe and Active Living for
Healthy Sexuality and Family
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Non-locomotor Skills
- Locomotor Skills
- Manipulative Skills
• Fitness Concepts
- Agility, Balance, Coordination
- Moderate to Vigorous Physical
Activity
• Rhythmic Activities
- Folk Dance (Local/Regional Dances)
Suggested Rhythmic Activities
• Bendian, Ba Ingles (Luzon), GawayGaway, Tiklos (Visayas), Tutup, Tigongog
Matic Langob (Mindanao)
• Or any available regional dances
The learner
The learner
demonstrates
understanding
of rhythmic
activity
concepts,
family values,
and
boundaries in
relationships.
participates
safely in
rhythmic
activities,
practices
proper
affirmation of
family values
and manages
issues
associated
with
boundaries in
relationships.
HEALTH
• Affirming family values and managing
issues associated with family
relationships
• Communicating needs and respecting
boundaries in relationships
1. explains the concepts of rhythmic activities,
family values, communication, managing
issues and respecting boundaries
2 Weeks
PEH5-IIIab-1
2. analyzes family values and effective
strategies to manage change and issues to
improve the quality of family relationships
1 Week
PEH5-IIIc-2
3. demonstrates effective communication skills,
particularly in expressing needs and
boundaries in relationships
2 Weeks
PEH5-IIIde-3
4. executes with facility the expressive
movements and step patterns of identified
local/regional dances
4 Weeks
PEH5-IIIfi-4
Learning Competencies
Time
Allotment
GRADE 5
Fourth Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
14 Physical Education and Health Curriculum Guides
Theme: Active Living for Substance-free
Life and Healthy Community
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Non-locomotor Skills
- Locomotor Skills
- Manipulative Skills
• Fitness Concepts
- Agility, Balance, Coordination
- Moderate to Vigorous Physical
Activity
• Rhythmic Activities
- Folk Dance (Local/Regional Dances)
Suggested Rhythmic Activities
• Pateado, Pandanggo sa Ilaw, Bakya,
Jotabal (Luzon), Purpuri, Balse, Mazurka
Boholana, Kuracha (Visayas), Sagakad,
Kandingan (Mindanao)
• Or any available regional dances
The learner
The learner
demonstrates
understanding
of rhythmic
activity
concepts,
factors
influencing use
and non-use of
psychoactive
substances,
and
environmental
problems.
participates
safely in
rhythmic
activities,
analyzes
factors
influencing use
and non-use of
psychoactive
substances,
and practices
ways to protect
the
environment.
HEALTH
• Factors influencing use and non-use of
psychoactive substances, and impact on
individuals, families, and communities
• Environmental problems (air, water,
land, and noise pollution) and their
impact on health
1. explains concepts of rhythmic activities,
psychoactive substances, and environmental
problems
2 Weeks
PEH5-IVab-1
2. analyzes the importance of protecting oneself
from psychoactive substances
1 Week
PEH5-IVc-2
3. practices effective ways in addressing
environmental problems to access to water
and sanitations
2 Weeks
PEH5-IVde-3
4. performs with facility the expressive
movements and step patterns of identified
local/regional dances
4 Weeks
PEH5-IVfi-4
Learning Competencies
Time
Allotment
GRADE 6
First Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
15 Physical Education and Health Curriculum Guides
Theme: Managing Personal Health for
Active Living
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Locomotor Skills
- Manipulative Skills
• Game Concept
- Positioning
- Relationship to objects
• Game Classification
- Invasion and Target Games
• Fitness Concepts
- Agility, Balance, Coordination, Speed
- Intensity: Moderate to Vigorous
Physical Activity
Suggested Physical Activities
- Philippine Games/ Sports (Invasion or
Target Games)
The learner
The learner
demonstrates
understanding
of the game
concepts, selfmanagement,
help-seeking
and social
support
strategies for
holistic
wellness.
participates
safely in
physical
activities, and
practices selfmanagement
and help
seeking and
social support
strategies.
HEALTH
• Self-management strategies for holistic
wellness
• Strategies for developing and
maintaining mental health and
emotional (with emphasis on helpseeking and social support)
1. explains the concepts of games, and selfmanagement strategies for holistic wellness
2. analyzes strategies for developing
sustaining holistic wellness
and
2 Weeks
PEH6-Iab-1
1 Week
PEH6-Ic-2
3. demonstrates effective help-seeking and
social support strategies for developing and
maintaining mental and emotional wellness
2 Weeks
PEH6-Ide-3
4. executes modified invasion or target games
by applying its principles and concepts
4 Weeks
PEH6-Ifi-4
Learning Competencies
Time
Allotment
GRADE 6
Second Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
16 Physical Education and Health Curriculum Guides
Theme: Eating Healthy for Safe and Active
Living
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Locomotor Skills
- Manipulative Skills
• Game Concept
- Positioning (people and location in space)
- Relationship to objects: sending away
• Game Classification
- Striking/Fielding and Net/Wall Games
• Fitness Concepts
- Agility, Balance, Coordination, Speed
- Intensity: Moderate to Vigorous Physical
Activity
Suggested Physical Activities
- Philippine Games/ Sports
(Striking/Fielding or Net/Wall Games)
The learner
The learner
demonstrates
understanding
of the game
concepts, food
guides,
common
accidents, and
injuries.
participates
safely in
physical
activities,
applies healthy
and balanced
food guides,
performs
proper first aid
for common
accidents and
injuries.
HEALTH
• Understanding and applying food guides:
healthy plate and food pyramid (serving
sizes, and recommendations for daily
intakes) in maintaining a healthy and
balanced diet
• Common accidents (animal bites, wounds,
nosebleed, hyperventilation, food poisoning,
drowning, and fainting) and injuries (spraint,
strain, dislocation, and fracture)
1. explains the concepts of games, food labels,
food guides, common accidents, and injuries
2 Weeks
PEH6-IIab-1
2. applies food guides and recommendations for
daily dietary intakes for healthy eating
1 Week
PEH6-IIc-2
3. demonstrates proper first aid for common
accidents and injuries
2 Week
PEH6-IIde-3
4. executes modified striking/ fielding or
net/wall games by applying its principles and
concepts
4 Weeks
PEH6-IIfi-4
Learning Competencies
Time
Allotment
GRADE 6
Third Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
17 Physical Education and Health Curriculum Guides
Theme: Safe and Active Living for
Healthy Sexuality and Family
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Non-locomotor Skills
- Locomotor Skills
- Manipulative Skills
• Fitness Concepts
- Agility, balance, coordination
- Moderate to Vigorous Physical
Activity
• Rhythmic Activities
- Folk Dance (National)
Suggested Rhythmic Activity
• Cariñosa
The learner
The learner
demonstrates
understanding
of rhythmic
activity
concepts,
family roles,
basic gender
concepts, and
gender
identities.
participates
safely in
rhythmic
activities,
practices
value- based
roles for family
wellness, and
in respecting
all gender
identities.
HEALTH
• Role of the family in developing and
maintaining holistic wellness
• Respecting basic gender concepts and all
sexual identities (SOGIE+SC Model)
1. explains the concepts of rhythmic activities,
roles of the family for holistic wellness and
basic gender concepts
2 Weeks
PEH6-IIIab-1
2. analyzes sexual identities to develop
awareness and respect for diversity
1 Week
PEH6-IIIc-2
3. practices value-based roles in developing and
maintaining family wellness
2 Week
PEH6-IIIde-3
4. creates related dance movements
formations in performing folk dances
4 Weeks
PEH6-IIIfi-4
and
GRADE 6
Fourth Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
Learning Competencies
Time
Allotment
18 Physical Education and Health Curriculum Guides
Theme: Active Living for Substance-free
Life and Healthy Community
PHYSICAL EDUCATION
• Movement Concepts
- Relationship with people and object
• Movement Skills
- Non-locomotor Skills
- Locomotor Skills
- Manipulative Skills
• Fitness Concepts
- Agility, balance, coordination
- Moderate to Vigorous Physical
Activity
• Rhythmic Activities
- Folk Dance (National)
Suggested Rhythmic Activity
• Tinikling
The learner
The learner
demonstrates
understanding
of rhythmic
activity
concepts, risks
and addictive
behaviors
related to
psychoactive
substances,
and health
promotion
against the
dangers of
pollution.
participates
safely in
rhythmic
activities,
manages risks
related to
psychoactive
substances,
and applies
measures
against
environmental
problems.
HEALTH
• Strategies for managing personal and
social risks related to psychoactive
substances and potentially addictive
behaviors
• Measures in safeguarding and promoting
health against the dangers of pollution
1. explains the concepts of rhythmic activities,
potentially
addictive
behaviors,
and
environmental problems
2 Weeks
PEH6-IVab-1
2. analyzes the importance of managing
personal and social risks related to
psychoactive substances and potentially
addictive behaviors
1 Week
PEH6-IVc-2
3. practices effective measures in safeguarding
and promoting health against the dangers of
pollution
2 Week
PEH6-IVde-3
4. creates
sequences
of
related
dance
movements and formations in performing
folk dance
4 Weeks
PEH6-IVfi-4
Learning Competencies
Time
Allotment
GRADE 7
First Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
19 Physical Education and Health Curriculum Guides
Theme: Managing Personal Health for
Active Living
PHYSICAL EDUCATION
• Game Classification
- Invasion Games
• Game Concepts
- Positioning by attacking and
defending
- Relationship with objects
• Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
• Skills
- Sport-specific skills and their fitness
requirements
The learner
The learner
demonstrates
understanding
of the concepts
and principles
of invasion
games, holistic
development
and mental
issues
common
among
adolescents.
participates in
game
situations and
sports to
manage
holistic health,
and common
mental health
issues among
adolescents.
Suggested Physical Activities
• Basketball, Football, Futsal, Ultimate
Frisbee, Handball, Water Polo
HEALTH
• Holistic Development among Adolescents
• Common Mental Health Issues among
Adolescents
- Mental distress and problems
1. discusses principles and concepts of invasion
games, holistic development, and common
mental health issues among adolescents
2 Weeks
PEH7-Iab-1
2. analyzes benefits of engaging in physical
activities to manage common mental health
issues among adolescents
1 Week
PEH7-Ic-2
3. demonstrates self-management skills related
to holistic growth and development among
adolescents
1 Week
PEH7-Id-3
4. practices ways to strengthen mental wellbeing to prevent mental health issues
1 Week
PEH7-Ie-4
5. applies principles and concepts of invasion
games to solve tactical problems
1 Week
PEH7-If-5
6. executes appropriate skills of sports and the
required fitness abilities of selected invasion
games in responding to tactical problems
3 Weeks
PEH7-Ighi-6
Learning Competencies
Time
Allotment
GRADE 7
Second Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
20 Physical Education and Health Curriculum Guides
Theme: Eating Healthy for Safe and
Active Living
PHYSICAL EDUCATION
• Game Classification
- Target Games
• Game Concepts
- Positioning by attacking and
defending
- Relationship with objects
• Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
• Skills
- Sport-specific skills and fitness
requirements of the skill
The learner
The learner
demonstrates
understanding
of the concepts
and principles
of target
games, healthy
eating among
adolescents,
and sports first
aid.
participates
safely in game
situations and
sports to
promote
healthy eating
among
adolescents,
and prevent
sports-related
injuries.
Suggested Physical Activities
• Unopposed - Golf, Archery, Bowling,
Bocce Ball
• Opposed - Billiards, Croquet, Lawn
Bowls, Taekwondo, Boxing, Fencing,
Pencat Silat, Wushu, Muay Thai, Arnis,
Karatedo
HEALTH
• Healthy Eating for Adolescents
• Sports First Aid
- Acute injuries
- Chronic injuries
- Basic Water Rescue
1. discusses the principles and concepts of
target game, dietary choices, and first aid for
acute and chronic sports-related injuries
2 Weeks
PEH7-IIab-1
2. analyzes the benefits of healthy eating and
safe participation in physical activities
1 Week
PEH7-IIc-2
3. practices self-management skills on healthy
eating to meet the nutritional needs of
adolescents
1 Week
PEH7-IId-3
4. demonstrates first aid skills in managing
sports-related injuries
1 Week
PEH7-IIe-4
5. applies principles and concepts of target
games to solve tactical problems
1 Week
PEH7-IIf-5
6. executes appropriate skills of sports and the
required fitness abilities of chosen target
games in responding to tactical problems
3 Weeks
PEH7-IIghi-6
Learning Competencies
Time
Allotment
GRADE 7
Third Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
21 Physical Education and Health Curriculum Guides
Theme: Safe and Active Living for
Healthy Sexuality and Family
PHYSICAL EDUCATION
• Dance Classification
- Philippine Folk Dances with
Southeast Asian influence
• Dance Concepts
- Time signature
- Step/Patterns
- Formations
• Dance Principle
- Staging
• Fitness Concepts
- Coordination
- Flexibility
- Balance
- Cardiovascular endurance
- Muscular strength
The learner
The learner
demonstrates
understanding
of the concepts
and principles
of Philippine
folk dances
with Southeast
Asian
influences
including its
fitness
concepts,
family role,
and sexual
development.
performs
Philippine folk
dances with
Southeast
Asian
influences as a
strategy of
developing
reassurance
and
management
skills related to
sexual
development.
Suggested Rhythmic Activities
• Sua ku Sua (Malaysia), Pangalay
(Thailand), Tiklos (Cambodia)
HEALTH
• Family Role in Helping Adolescents Cope
with Changes
- Developing reassurance
• Sexual Development
- Management Skills
1. discusses the concepts of Philippine folk
dances with Southeast Asian influences,
family’s role in supporting adolescents as
they
undergo
changes
and
sexual
development
2 Weeks
PEH7-IIIab-1
2. analyzes the benefits of moderate to vigorous
physical activities for a healthy family
1 Week
PEH7-IIIc-2
3. practices ways that the family can do to
support adolescents as they undergo
changes and sexual development
1 Week
PEH7-IIId-3
4. demonstrates skills in managing sexualityrelated concerns during adolescence
1 Week
PEH7-IIIe-4
5. applies dance concepts and principles and its
required fitness concepts in performing
rhythmic
activities
through
dance
interpretation
4 Weeks
PEH7-IIIfi-5
Learning Competencies
Time
Allotment
GRADE 7
Fourth Quarter
Content
NOT FOR SALE
Content
Standards
Performance
Standards
22 Physical Education and Health Curriculum Guides
Theme: Active Living for Substance-free
Life and Healthy Community
PHYSICAL EDUCATION
• Dance Classification
- Southeast Asian Folk Dances
• Dance Concepts
- Time signature
- Step/Patterns
- Formations
• Dance Principle
- Staging
• Fitness Concepts
- Coordination
- Flexibility
- Balance
- Cardiovascular endurance
- Muscular strength
The learner
The learner
demonstrates
understanding
of the concepts
and principles
of Southeast
Asian folk
dances
including
fitness
concepts; and,
the prevention
and control of
psychoactive
substances.
performs
Southeast
Asian folk
dances to stay
substance-free
and diseasefree.
Suggested Rhythmic Activities
• Joget (Malaysia), Zapin (Malaysia), Ratoh
Jaroe (Indonesia), Lam Vong (Laos),
Ramwong (Thailand), Vietnamese Fan
Dance (Vietnam)
HEALTH
• Psychoactive Substances Classified
Based on Effects
- Stimulants, Depressants,
Hallucinogen, Narcotics
• Communicable and Non-Communicable
Diseases among Adolescents
1. discusses the concepts of Southeast Asian
folk dances, psychoactive substances, and
communicable
and
non-communicable
diseases among adolescents
2 Weeks
PEH7-IVab-1
2. analyzes the benefits of participation in
moderate to vigorous physical activities as a
strategy of staying healthy and substancefree
1 Week
PEH7-IVc-2
3. evaluates the effects of psychoactive
substances and social abandonment
1 Week
PEH7-IVd-3
4. determines effective strategies on the
prevention and control of psychoactive
substances
1 Week
PEH7-IVe-4
5. applies dance concepts and principles and its
required fitness concepts in performing
rhythmic
activities
through
dance
interpretation
4 Weeks
PEH7-IVfi-5
GRADE 8
First Quarter
NOT FOR SALE
23 Physical Education and Health Curriculum Guides
Content
Theme: Managing Personal Health for Active
Living
PHYSICAL EDUCATION
•
•
•
•
Game Classification
- Striking/Fielding Games
Game Concepts
- Positioning by attacking and
defending
- Relationship with objects
Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
Skills
- Sport-specific skills and fitness
requirements of the skill
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of striking/
fielding games,
components of
consumer
health and
mental health
illnesses.
participates in
game play and
sports as a
way of keeping
the mind and
body healthy
and diseasefree.
Suggested Physical Activities
• Baseball, Cricket, Softball, and Kickball
HEALTH
• Consumer Health
- Health information, products and
services
• Common Mental Health Issues and their
Prevention
- Depression and other mental
disorders
Learning Competencies
Time
Allotment
1. discusses the principles and concepts of
striking/fielding games, consumer health
and prevention of mental health issues
2 Weeks
PEH8-I-ab-1
2. analyzes benefits of engaging in moderate to
vigorous physical activities to develop a
sound mind and a sound body
1 Week
PEH8-I-c-2
3. evaluates
health
information,
products and health services
health
1 Week
PEH8-I-d-3
4. practice mindfulness activities to prevent
mental health issues
1 Week
PEH8-I-e-4
5. applies
principles
and
concepts
of
striking/fielding games to solve tactical
problems
2 Weeks
PEH8-I-fg-5
6. executes appropriate skills of sports and the
required fitness abilities of selected
striking/fielding games in responding
tactical problems
2 Weeks
PEH8-I-hi-6
GRADE 8
Second Quarter
NOT FOR SALE
24 Physical Education and Health Curriculum Guides
Learning Competencies
Time
Allotment
1. discusses the principles and concepts of
net/wall games, foodborne diseases, and first
aid for wounds and burns
2 Weeks
PEH8-II-ab-1
2. analyzes benefits of participating safely in
physical activities to promote active living
1 Week
PEH8-II-c-2
3. practices ways to prevent foodborne diseases
1 Week
PEH8-II-d-3
Suggested Physical Activities
• Table Tennis, Lawn Tennis, Volleyball,
Squash, Badminton, Sepak Takraw, and
Pickleball
4. demonstrates first aid skills in managing
wounds and burns
1 Week
PEH8-II-e-4
HEALTH
• Prevention and Control of Foodborne
Diseases
- Chronic diarrhea and constipation
- Salmonella and E. coli infections
• First Aid for Common Conditions
- Wounds
- Burns
5. applies principles and concepts of net/wall
games to solve tactical problems
2 Weeks
PEH8-II-fg-5
6. executes appropriate skills of sports and the
required fitness abilities of chosen net/wall
games in responding to tactical problems
2 Weeks
PEH8-II-hi-6
Content
Theme: Eating Healthy for Safe and
Active Living
PHYSICAL EDUCATION
• Game Classification
- Net/Wall Games
• Game Concepts
- Positioning by attacking and
defending
- Relationship with objects
• Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
• Skills
- Sport-specific skills and fitness
requirements of the skill
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of net/wall
games,
prevention and
control of
foodborne
diseases, and
first aid
application on
common
conditions.
participates
safely in game
play and
sports to
prevent
injuries and
keep the body
healthy and
disease-free.
GRADE 8
Third Quarter
NOT FOR SALE
25 Physical Education and Health Curriculum Guides
Content
Theme: Safe and Active Living for
Healthy and Sexuality and Family
PHYSICAL EDUCATION
● Dance Classification
- Philippine folk dance with Asian
influence
● Dance Concepts
- Time Signature
- Step/Patterns
- Formations
- Space
- Energy
● Dance Principle
- Staging
● Fitness Concepts
- Coordination
- Flexibility
- Balance
- Cardiovascular endurance
- Muscular strength
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of concepts
and principles
of Philippine
folk dances
with Asian
influences
including
fitness
concepts,
nurturing
healthy family
relationships
and sexually
transmitted
infections.
performs folk
dances, and
practices
strategies of
firming family
dynamics in
combating
diseases.
Learning Competencies
Time
Allotment
1. discusses concepts of Philippine folk dances
with Asian influences, and healthy family
relationship, and sexually transmitted
diseases
2 Weeks
PEH8-III-ab-1
2. analyzes the benefits of participating in
rhythmic activities with family as an
opportunity to strengthen relationships
2 Weeks
PEH8-III-cd-2
3. practices ways
relationship
Suggested Rhythmic Activities
• Binislakan, Sakuting (China)
HEALTH
● Nurturing Healthy Family Relationship
● Sexually-transmitted infections
- HIV and AIDS and other STIs
to
strengthen
family
1 Week
PEH8-III-e-3
4. explains effective ways of preventing sexually
transmitted infections
2 Weeks
PEH8-III-fg-4
5. applies dance concepts and principles and its
required
fitness
concepts
in
dance
interpretation
2 Weeks
PEH8-III-hi-5
GRADE 8
Fourth Quarter
NOT FOR SALE
26 Physical Education and Health Curriculum Guides
Content
Theme: Safe and Active Living for
Healthy and Sexuality and Family
PHYSICAL EDUCATION
● Dance Classification
- Asian Folk Dances
● Dance Concepts
- Time Signature
- Step/Patterns
- Formations
- Space
- Energy
● Dance Principle
- Staging
● Fitness Concepts
- Coordination
- Flexibility
- Balance
- Cardiovascular endurance
- Muscular strength
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of Asian folk
dances
including
fitness
concepts,
substance use
prevention and
community
management of
disasters.
performs folk
dances as a
strategy to
promote a
healthy
lifestyle.
Suggested Rhythmic Activities
• Pahatharata (Sri Lanka), Buchaechum
(Korea), Chinese Fan Dance (China),
Parasol Dance (Japan)
Learning Competencies
1. discusses the concepts of Asian folk dances,
disasters, and effects of substance use
2 Weeks
PEH8-IV-ab-1
2. analyzes the benefits of participating in
physical activities as a strategy to promote a
healthy and substance-free body
1 Week
PEH8-IV-c-2
3. describes the effects of psychoactive
substances on the individual, family, and
society
2 Weeks
PEH8-IV-de-3
4. explains ways to prepare for disasters and
calamities
HEALTH
• Substance Use Prevention
- Diseases related to substance use
• Community Management of Disasters
- Natural calamities
- Outbreaks
Time
Allotment
5. applies dance concepts and principles and its
required fitness concepts in performing
rhythmic
activities
through
dance
interpretation
2 Weeks
PEH8-IV- fg-4
2 Weeks
PEH8-IV-hi-5
GRADE 9
First Quarter
NOT FOR SALE
27 Physical Education and Health Curriculum Guides
Content
Theme: Managing Personal Health for Active
Living
PHYSICAL EDUCATION
• Game Classification
- Invasion and Target Games
• Game Concepts
- Positioning by attacking and defending
- Relationship with objects
• Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
• Skills
- Sport-specific skills and fitness
requirements of the skill
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of invasion and
target games
and aspects of
personal
health
including
preventive
strategies for
suicide.
participates in
game play and
sports as a
way of
managing
personal
health to
promote active
living.
Suggested Physical Activities
• Invasion Games - Basketball, Football, Futsal,
Ultimate Frisbee, Handball, Water Polo
• Target Games - Golf, Archery, Bowling,
Croquet, Lawn Bowls, Billiards, Bocce Ball,
Taekwondo, Boxing, Fencing, Pencat Silat,
Wushu, Muay Thai, Arnis, Karatedo
HEALTH
• Health Appraisal and Management of Health
Concerns (body odor, poor body image, poor
posture, acne, etc.)
• Preventive Strategies for Suicide
- Early identification and
recognition of warning signs
and effective preventive
strategies
Learning Competencies
Time
Allotment
1. discusses principles and concepts of invasion
and target game; and health appraisal and
management of health concerns including
preventive strategies for suicide
2 Weeks
PEH9-Iab-1
2. explains the benefits of engaging in physical
activities in promoting holistic wellness
1 Week
PEH9-Ic-2
3. conduct health appraisal procedures to
manage health concerns
1 Week
PEH9-Id-3
4. analyzes warning signs of suicide
1 Week
PEH9-Ie-4
5. applies principles and concepts of invasion
and target games to solve tactical problems
2 Weeks
PEH9-Ifg-5
6. executes appropriate skills of sports and
their fitness abilities of selected game
classifications
2 Weeks
PEH9-Ihi-6
GRADE 9
Second Quarter
NOT FOR SALE
28 Physical Education and Health Curriculum Guides
Learning Competencies
Time
Allotment
1. discusses the principles and concepts of
striking/fielding and net/wall games, trends
and issues in food and health, and first aid
for medical emergencies
2 Weeks
PEH9-IIab-1
2. analyzes benefits of participating safely in
physical activities to promote a healthy body
1 Week
PEH9-IIc-2
3. describes the challenges in food safety
1 Week
PEH9-IId-3
Suggested Physical Activities
• Striking/Fielding Games - Baseball, Cricket,
softball, and Kickball
• Net/Wall Games - Table Tennis, Lawn Tennis,
Volleyball, Squash, Badminton, Sepak
Takraw, and Pickleball
4. demonstrates first aid skills in managing
medical emergencies
1 Week
PEH9-IIe-4
HEALTH
● Trends and Issues in Food and Health
- Diet Fads and Quackery
- Microbial contamination
- Antibiotic resistance of
microbes
- Food security
● First Aid for Medical Emergencies
- Bleeding, External Severe Bleeding
- Choking & Drowning
5. applies principles and concepts of target
games to solve tactical problems
2 Weeks
PEH9-IIfg-5
6. executes appropriate skills of sports and
their fitness abilities
2 Weeks
PEH9-IIhi-6
Content
Theme: Eating Healthy for Safe and Active
Living
PHYSICAL EDUCATION
• Game Classification
- Striking/Fielding and
Net/Wall Games
• Game Concepts
- Positioning by attacking and
defending
- Relationship with objects
• Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
• Skills
- Sport-specific skills and
fitness requirements of the
skill
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of target
games,
challenges in
food safety and
first aid
application for
medical
emergencies.
participates
safely in game
play and
sports to
prevent
medical
emergencies
for a healthy,
safe and active
living
GRADE 9
Third Quarter
NOT FOR SALE
29 Physical Education and Health Curriculum Guides
Content
Theme: Safe and Active Living for
Healthy Sexuality and Family
PHYSICAL EDUCATION
• Dance Classification
- Philippine Festival Dances
• Dance Concepts
- Time signature
- Step/Patterns
- Formations
- Elements of dance
• Dance Principle
- Choreography
• Fitness Concepts
- Coordination, Flexibility, Balance
- Cardiovascular Endurance, Muscular
Strength, Agility, Speed
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of concepts
and principles
of Philippine
festival dances
including
fitness
concepts,
prevention of
teenage
pregnancy,
and
reproductive
health care.
performs
festival dance
and promotes
eliminations of
sexual and
gender-based
violence.
Learning Competencies
Time
Allotment
1. discusses concepts of Philippine festival
dances, teenage pregnancy prevention, and
reproductive health care
2 Weeks
PEH9-IIIab-1
2. analyzes effective ways to prevent teenage
pregnancy
1 Week
PEH9-IIIc-2
3. practices ways to demonstrate responsible
sexual behaviors
1 Week
PEH9-IIId-3
4. explains the benefits of reproductive health
care
2 Weeks
PEH9-Ief-4
5. applies dance concepts and principles and its
required fitness concepts to form dance
routines
3 Weeks
PEH9-Igi-6
Suggested Rhythmic Activities
• Pahiyas, Sinulog, Panagbenga, Masskara, Atiatihan and other local festival dances
HEALTH
• Prevention of Teenage Pregnancy
- Consequences and Prevention
• Reproductive Health Care (include policies
and programs)
- Responsible sexual behaviors
- Sexual and gender-based violence
GRADE 9
Fourth Quarter
NOT FOR SALE
30 Physical Education and Health Curriculum Guides
Content
Theme: Active Living for Substance-free
Life and Healthy Community
PHYSICAL EDUCATION
• Dance Classification
- Non-Asian Festival Dances
• Dance Concepts
- Time Signature
- Step/Patterns
- Formations
- Elements of dance
• Dance Principle
- Choreography
• Fitness Concepts
- Coordination
- Flexibility
- Balance
- Cardiovascular endurance
- Muscular strength
- Agility
- Speed
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of Asian
festival dances
including
fitness
concepts,
factors for
substance use,
and
community
and
environmental
diseases.
performs
festival dances
and promotes
a disasterresilient and
drug-free
community.
Suggested Rhythmic Activities
• Samba (Brazil), Polynesian Dance
(Hawaii) and other Non-Asian Festival
Dance
HEALTH
• Risk and Protective Factors for
Substance Use
• Lifestyle-related Diseases, Air, Water and
Vector borne Diseases, Environmental
Illness and Rare Diseases
Learning Competencies
Time
Allotment
1. discusses the concepts of Asian festival
dances, risk and protective factors for
substance use, and disease prevention
2 Weeks
PEH9-IVab-1
2. analyzes benefits of participating in physical
activities as a strategy to promote a
substance-free and disease-free community
1 Week
PEH9-IVc-2
3. practices skills to strengthen protective
factors against substance use
1 Week
PEH9-IVd-3
4. demonstrates ways to prevent lifestyle, air,
water, vector, and other environment-related
diseases
1 Week
PEH9-IVe-4
5. creates community intervention programs
related to substance use prevention and
disease prevention
1 Week
PEH9-IVf-5
6. applies dance concepts and principles and its
required fitness concepts to form dance
routines
3 Weeks
PEH9-IVgi-6
GRADE 10
NOT FOR SALE
31 Physical Education and Health Curriculum Guides
First Quarter
Content
Theme: Managing Personal Health for
Active Living
PHYSICAL EDUCATION
• Game Classification
- Invasion, Target, Striking/ Fielding or
Net/Wall Games
• Game Concepts
- Positioning by attacking and
defending
- Relationship with objects
• Game Principles
- Scoring
- Prevent scoring
- Restart play and transition
• Skills
- Sport-specific skills and fitness
requirements of the skill
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of game play,
financial and
occupational
wellness, and
mental health
promotion.
participates in
game play and
sports as a
way of
promoting
holistic
wellness.
Learning Competencies
Time
Allotment
1. discusses principles and concepts of selected
game
classifications,
financial
and
occupational wellness, and mental health
promotion
2 Weeks
PEH10-Iab-1
2. applies
strategies
in
managing
and
promoting
financial and occupational
wellness
1 Week
PEH10-Ic-2
3. practices health-enhancing
prevent mental health issues
activities
to
2 Weeks
PEH10-Ide-3
Suggested Physical Activities
• Learner-conceptualized games
HEALTH
• Other Wellness Domains
- Financial wellness
- Occupational wellness
• Mental Health Promotion
- Breaking stigma for mental
disorders
- Positive mental health
advocacy
4. participates in mental health advocacies
2 Week
PEH10-Ifg-4
5. creates game by applying principles and
concepts of selected game classification
through sports specific skills and their
fitness requirement
2 Weeks
PEH10-Ihi-5
GRADE 10
NOT FOR SALE
32 Physical Education and Health Curriculum Guides
Second Quarter
Content
Theme: Eating Healthy for Safe and
Active Living
PHYSICAL EDUCATION
• Game Classification
- Outdoor recreation
• Game Concepts
- Moderate to vigorous activities
- Natural setting
• Game Principles
- Minimizing environmental impact
- Recognizing risks
• Skills
- Fitness requirements of the skill
Suggested Physical Activities
• Hiking/Trekking, Camping, Biking, Rock
Climbing, Wall Climbing, Mountain
Climbing, Water Rafting, Kayaking,
Canoeing, Swimming, Orienteering
HEALTH
• e-Health literacy
- Evaluating health
information online
- Laws and programs for
consumer protection
• Basic Life Support
- Basic cardiopulmonary
resuscitation
NOT FOR SALE
Content
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of outdoor
recreation
including
fitness
requirements,
e-health
literacy, and,
basic life
support.
Performance
Standards
The learner
Learning Competencies
1. discusses the principles and concepts of
participates
outdoor recreations, e-health literacy, and
safely in
recreational
basic life support
activities,
promotes wise
and law-abiding
consumerism,
and applies
2. evaluates health information online based
basic
on accuracy and reliability
cardiopulmonary
resuscitation.
Time
Allotment
2 Weeks
PEH10-IIab-1
1 Week
PEH10-IIc-2
3. explains laws and programs for consumer
protection
2 Weeks
PEH10-IIde-3
4. demonstrates skills in providing basic life
support
2 Weeks
PEH10-IIfg-4
5. organizes outdoor recreational activities
applying its concepts, principles and its
required fitness concepts
2 Weeks
PEH10-IIhi-5
33 Physical Education and Health Curriculum Guides
GRADE 10
Third Quarter
Content
Theme: Safe and Active Living for Healthy
and Sexuality and Family
PHYSICAL EDUCATION
• Dance Classification
- Social Dances
• Dance Concepts
- Time signature
- Step/Patterns
- Formations
- Elements of dance
- Components of production
• Dance Principle
- Creation and organization
• Fitness Concepts
- Health-related fitness
- Skill-related fitness
Suggested Rhythmic Activities
• Manila Swing, Cha cha cha, Waltz
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of concepts
and principles
of social
dances
including its
fitness
concepts,
taking care of
sick family
members,
responsible
parenthood,
and
reproductive
health care.
organizes social
dance
performance as
a strategy in
promoting a
healthy family,
responsible
parenthood,
and
reproductive
health care.
HEALTH
● Care for the Sick and Elderly
- Taking care of sick family
members
- Geriatric care
● Responsible Parenthood
- Parental roles and
responsibilities (include
maternal and childcare and
teenage pregnancy prevention)
- Family planning (include
policies and programs)
Learning Competencies
Time
Allotment
1. discusses concepts of social dances, care for
sick family members including elderly, and
responsible parenthood
2 Weeks
PEH10-IIIab-1
2. demonstrates ways to take care of sick
family members including elderly
1 Week
PEH10-IIIc-2
3. analyzes the benefits of responsible
parenthood on maternal and childcare, and
teenage pregnancy prevention
2 Weeks
PEH10-IIIde-3
4. evaluates
methods
2 Weeks
PEH10-III-fg-4
the
different family
planning
5. applies dance concepts and principles and
its required fitness concepts to form dance
routines
2 Weeks
PEH10-IIIhi-5
GRADE 10
Fourth Quarter
NOT FOR SALE
34 Physical Education and Health Curriculum Guides
Content
Theme: Active Living for Substance-free
Life and Healthy Community
PHYSICAL EDUCATION
• Dance Classification
- Recreational Dances
• Dance Concepts
- Time signature
- Step/Patterns
- Formations
- Elements of dance
- Components of production
• Dance Principle
- Creation and organization
• Fitness Concepts
- Health-related fitness
- Skill-related fitness
Suggested Rhythmic Activities
• Hip hop, Cheer Dance, Street Dance,
Contemporary Dance
HEALTH
• Healthy and Drug-free Life Initiatives
- Sustained life skills
- Substance-free Society
advocacy
• Community Environmental Health
Assessment
- Community needs assessment
- Community health improvement plan
Content
Standards
The learner
Performance
Standards
The learner
demonstrates
understanding
of the concepts
and principles
of recreational
dances
including its
fitness
concepts,
sustained life
skills, and
community
health
assessments.
organizes
recreational
dance
performance
as a strategy to
promote a
healthy and
substance-free
society.
Learning Competencies
Time
Allotment
1. discusses the concepts of recreational
dances, health-sustaining life skills and,
community
environmental
health
assessment
2 Weeks
PEH10-Iab-1
2. practices sustained life skills in preventing
substance abuse
2 Weeks
PEH10-IVcd-2
3. participates in community environmental
health
assessment
for
community
improvement
2 Weeks
PEH10-IVef-3
4. applies dance concepts and principles and its
required fitness concepts to form dance
routines
3 Weeks
PEH10-IVgi-4
Glossary of Terms
NOT FOR SALE
35 Physical Education and Health Curriculum Guides
Acute Immunodeficiency
Disease Syndrome (AIDS)
Acute Sports-Related
Injuries
Adolescents
Agility
Antibiotic Resistance
Attacking
Basic Life Support
Cardiopulmonary
Resuscitation
Cardiovascular diseases
Choking
Choreography
Chronic respiratory
diseases
Chronic Sports-Related
Injuries
Community
Environmental Health
Assessment
Consumer Health
Consumer Law
Dance Interpretation
Defending
Depression
Diet Fads
Disaster
E. Coli Infection
NOT FOR SALE
This refers to a life-threatening infection caused by HIV virus acquired
This refers to sports-related injuries frequently last a few days or weeks only and manifest abruptly.
This refers to a young adult who’s age ranges from 10-19 years old.
Ability to move or change directions quickly
This refers to the germs are not killed and continue to grow
This refers to exerting maximum effort to gain a score in a sport
This refers to medical care which is used for patients with life-threatening illnesses or injuries until they can be
given full medical care by a physician.
This refers to a lifesaving method that can be applied in a variety of situations where someone's breathing or
heartbeat has stopped, such as a heart attack or a close call with drowning.
This refers to all health conditions and illness occurs in heart and blood vessels
This refers to an occurrence where a foreign object blocks the flow of air in the throat or windpipe
This refers to the sequence of steps, figures, and floor pattern in a dance
This refers to diseases of the airways and other structures of the lungs
This refers to sports-related injuries take time to develop and may get worse over many months or years.
This refers to a methodical procedure for identifying environmental health risks and developing a workable action
plan to address the main environmental health problems within a target community.
This refers to the decision about purchasing products, services and getting health information
This refers to providing protection to the consumer against issues like fraud or mis-selling when they purchase a
product or service.
This refers to a way of performing a dance that is guided by dance literature.
This refers to an action of preventing an opponent from scoring
This refers to a feeling of persistent sadness and loss of interest in anything around you that affects a person feeling
and behavior
This refers to a type of diet that is considered as the fastest way to lose weight
This refers to a sudden event that causes great damage to property or even loss of life
This refers to bacteria that cause food poisoning and can be found in human and animal intestines
36 Physical Education and Health Curriculum Guides
E-health Literacy
Elements of dance
Emerging Dances
Environmental Illnesses
Family Planning
Festival Dance
Fielding Games
Financial wellness
Foodborne Disease
Gender-based violence
Geriatrics
Health Appraisal
Health Concerns
Health information
Hemorrhage
Holistic Development
Holistic Health
Human
Immunodeficiency Virus
(HIV)
Invasion Games
Mental Disorder
Mental Disorders
NOT FOR SALE
This refers to one's ability to seek, find, understand, and appraise health information from electronic sources and
apply the knowledge gained for addressing or solving a health problem
This refers to foundational concepts in a dance which refers to body, actions, space, time, and energy
This refers to the newly created or noticed dance in growing popularity, interest, and utility over time. (i.e, Tiktok,
dance challenge, Korean Pop,
This refers to any kind of disease and symptoms caused by pollutions, toxins and other physical hazards found in
the environment
This refers to the ability of individuals and couples to anticipate and attain their desired number of children and the
spacing and timing of their births.
This refers to a cultural dance performed to the beats of instruments, usually percussion, by a community sharing
the same culture
This refers to games in which a team can score a point when a player strikes a ball or any similar object and run to
designated area while the other team attempts to retrieve the ball and return to prevent the opponent from scoring
This refers to the overall financial health of an individual, it is how you manage your economic life.
This refers to diseases caused by consuming contaminated foods or drinks
This refers to a destructive act directed to an individual based on their gender
This refers to a branch of medicine that deals with the problems and diseases of old age and the medical care and
treatment of aging people.
This refers to gathering information about an individual’s physical health and lifestyle
This refers to the hormonal changes among adolescents that affect their physique and how they manage their
hygiene
This refers to any personal information about your health or disability.
This refers to bleeding from a damaged blood vessel
This refers to the development of personal health involving physical, emotional, mental, social, financial,
psychological, spiritual and occupational well-being.
This refers to personal health involving physical, emotional, mental, social, financial, psychological, spiritual and
occupational well-being.
This refers to a virus that attacks the body's immune system that causes the life-threatening disease AIDS
This refers to games in which the aim is to invade an opponent's territory and score a goal or point.
This refers to characterized by a clinically significant disturbance in an individual's cognition, emotional regulation,
or behavior.
This refers to a significant disturbance in the capacity of a person to think, feel and behave normally.
37 Physical Education and Health Curriculum Guides
Mental Health
Mental Health Issue
Microbial contamination
Modified Games/Sports
Movement Concepts
Natural Calamities
Net/wall Games
Non-Asian Countries
Occupational wellness
Outbreaks
Outdoor Recreation
Parenthood
Prevent Scoring
Psychoactive Substances
Quackery
Recreational Dance
Reproductive Health Care
Responsible sexual
behaviors
Rhythmic Activities
Salmonella
Self-Management Skill
Sexual Development
NOT FOR SALE
This refers to a state of mental well-being that enables people to cope with the stresses of life, realize their abilities,
learn well and work well, and contribute to their community. It also refers to one’s emotional, psychological, and
social well-being. It influences an individual's thoughts, emotions, and behaviors.
This refers to a wide variety of mental health conditions of an individual experiencing mental distress and mental
problems.
This refers to a state when food has been polluted with microorganism
Games or sports that are adapted to suit the skills and characteristics of students through alterations to rules,
equipment and/or the playing field.
Refers to a variety of knowledge and approaches that help individuals or groups to understand, analyze and achieve
the objectives of an activity, performance, or game.
This refers to a sudden terrible event in nature caused by natural hazard
This refers to games in which players send an object (e.g., ball, shuttle) over a net or against a wall so that it lands in
an area that an opponent is defending.
This refers to countries which are not part of Asia
This refers to the ability to achieve a balance between work and leisure in a way that promotes health, a sense of
personal satisfaction and is financially rewarding.
This refers to a sudden spurt or occurrence of a disease
This refers to leisure activities that take place in a natural setting that improves mind and body, examples are
camping, mountain climbing, wall climbing, rock climbing, biking, etc.
This refers to the state of being a parent.
This refers to hinder the opposing team from scoring
This refers to substances that alter the brain functions and result in mood, consciousness, thoughts, feelings, or
behavioral changes.
This refers to dishonest practices and claims to have special knowledge and skills in food consumption
This refers to any form of dancing that is performed primarily for its social, educational or health benefits
This refers to a health care which offers or furnished for the purpose of preventing pregnancy or improving maternal
health and birth outcomes
This refers to a socially desirable and deliberate pattern of actions use to promote sexual health
This refers to physical activities that involve movement accompanied by music.
This refers to a bacteria that occurs in the intestines causing food poisoning
This refers to an individual’s capacity to govern and control one’s behaviors, feelings, and ideas.
This refers to not just the physical changes that take place as an individual grows, but also the sexual knowledge,
attitudes, and behaviors they pick up along the way.
38 Physical Education and Health Curriculum Guides
Social Abandonment
Social Dance
Speed
Sport
Sport specific skills
Sports First Aid
Staging
Stigma for mental
disorders
Striking/ Fielding Game
Substance Use
Substance-Free
Suicide
Tactical Problem
Tactical Problems
Target Game
Toxic Chemicals
Vector
Well-being -
This refers to a condition where an individual is neglected by the community due to psychoactive substance use.
This refers to a dance usually performed with a partner, in groups or as a community activity for fun and enjoyment.
This refers to the ability of the body to move in one direction as fast as possible
An activity involving physical exertion, skill and/or hand-eye coordination as the primary focus of the activity, with
elements of competition. The rules and patterns of behavior governing the activity usually exist formally through
organizations.
This refers to specific skills that are performed or used in playing a sport.
This refers to immediate care given to an injured athlete in the absence of a medical professional or while on the way
to hospitals. It also refers to first aid dealing with injuries incurred during sports events.
This refers to a presentation of a dance performance
This refers to the negative attitudes pertaining to people with mental illness about their own condition.
This refers to a game where in the team scores whenever the players strike a ball and run to a designated playing
areas while the opposing team tries to catch the ball and return to it to stop them from scoring
This refers to the illegal use of drugs
This refers to an individual who does not use any psychoactive substances.
This refers to an action of harming oneself
This refers to the link between operational issues and strategic issues.
This refers to a bridge between strategic and operational problem used in sports activity
This refers to games in which players send an object, such as a ball or dart towards a target area. In order to prevent
the opposition from scoring, this may occasionally also entail avoiding obstacles, defending, guarding, or impeding
the route of the opponent's ball.
This refers to poisonous substances that may harm an individual and affect health
This refers to an organism, typically a biting insect or tick, that transmits a disease or parasite from one animal or
plant to another
relates to a sense of satisfaction and happiness, effective social functioning and the dispositions of optimism,
openness, curiosity, and resilience.
Appendix: Principle of Games
NOT FOR SALE
39 Physical Education and Health Curriculum Guides
Game Classification: Invasion
Game Classification: Target
1. Game concepts
A. Positioning by Attacking
(creating and moving into space)
and defending/Relationship to
People (denying and covering
space)
1. Game concepts
A. Positioning (people and
location in space) and
defending/relationship to
people (creating and moving
into space)
B. Relationship to Objects
(sending (shooting), throwing,
kicking, blocking, receiving)
2. Game Principles
A. Scoring:
a.
b.
c.
d.
e.
f.
Maintain possession
Avoid defensive players
Create space for self
Attack the goal
Create mismatch
Recognizing good attacking
and/or scoring
opportunity/ies
g. Set plays
B. Prevent Scoring:
Forcing low percentage shot/
prevention of advance movement
of opponents
a.
b.
c.
d.
Defend the goal
Defend space
Defend area coverage
Obtain possession
NOT FOR SALE
B. Relationship to Objects
(sending, propelling, striking,
blocking intended target/area)
2. Game Principles
A. Scoring:
a. Exert the proper amount of
force in the direction of the
target with precision.
b. Determine the proper path
and distance between the object
and the goal.
c. Design the object's path, or
the team's path, to the
destination using a strategy.
B. Prevent Scoring:
Control the object's aim and
precision so that it blocks a
path for the opposition,
lowering their chances of
scoring by having their object
land closer to the target than
yours.
Game Classification:
Striking/fielding
1.Game concepts
A. Positioning by attacking
Positioning by striking (creating
and moving into space) and
defending/Relationship to people
(denying, covering space, retrieving
the ball)
B. Relationship to objects (striking
and throwing)
2. Game Principles
A. Scoring:
a. Accurately hit the ball over ●
around the fielding team to open or
●
safe areas
●
b. Avoiding getting out
●
Positioning to cover space
c. Advancing runners so they are
closer to the scoring area
d. Quickly running to a safe area
(base) before fielding team is able
to throw to the safe area or tag the
runner
B. Prevent scoring:
Forcing low percentage shot
a.
b.
c.
d.
Game Classification: Net/Wall
1. Game concepts
A. Positioning by Attacking (creating
and moving into space) and
defending/Relationship to people
(denying and covering space)
B. Relationship to Objects (sending,
propelling, striking, blocking,
intended target/area)
2. Game Principles
A. Scoring:
a. Flight reception/ Tracking:
Supporting or covering
b. Building/ setting an attack:
c. Target and find open space
d. Placing/ Drop
B. Prevent scoring:
Force low percentage shot
a. Defend an attack (cover space,
blocking, counter the attack
b. Read responses of opponents/
read the spin of the ball
c. Return of Serve
Defending a plate or a base
Stop batters making runs
Covering base
Make hitting the ball difficult
40 Physical Education and Health Curriculum Guides
e. Predict opponents’
movement
f. Defensive positioning
3. Restart Play and Transition
(moving from attack to defend or
vice-versa)
A. jump ball
B. inbound
C. kick-in
D. Throw-off
C. alternation of roles
Suggested Activities:
Basketball, Football, Futsal,
Ultimate Frisbee, Handball
e. Get batter out
f. Prevent hitting to open spaces
3. Restart Play and
Transition
1. Si-jack (begin)- Taekwondo
2. Laban (Arnis)
3. Move from attack to defend
or vice-versa
3. Restart Play and Transition
(Moving from attack to defend or
vice-versa)
1. Ball play
2. Alternation of Roles
3. Restart play and transition
(moving from attack to defend or
vice-versa)
Suggested Activities:
Suggested Activities:
Suggested Activities:
Non Opposed
Golf, Archery, Bowling, Bocce
ball,
Baseball, Cricket, Softball, and
Kickball
Table Tennis, Lawn Tennis,
Volleyball, Squash, Badminton,
Sepak Takraw
1. Service
2. Alternation of roles
Opposed
Croquet, Lawn Bowls, Snooker,
Billiards
Combative Sports:
Taekwondo, Boxing, Fencing,
Pencat silat, Wushu, Muay
Thai, Arnis
NOT FOR SALE
41 Physical Education and Health Curriculum Guides