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BPEd-101 - Syllabus
Physical Education (Northwestern Mindanao State College of Science and Technology)
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Course Syllabus
PHILOSOPHY and SOCIO-ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS
____ Semester AY:_____
An ecologically responsive University in Southern Philippines that fosters a culture of innovation and sustainability on the quality of lives of the
community it serves.
The University shall primarily provide advanced education, higher technological, professional instruction and training in the fields of agriculture,
fisheries, engineering, information and communication technology, arts and sciences, education, business administration and management, health
Mission
sciences and other relevant fields of study. It shall also undertake research, extension services and production activities in support of the
socioeconomic development of the Province of Misamis Occidental, and provide progressive leadership in its areas of specialization.
1. Produce teachers imbued with relevant professional, pedagogical, and technical knowledge; educational practices, ethical, and socio-cultural values
relative to the 21st century skills and competencies for local, national, and global needs and realities;
2. Strengthen indigenous-based research programs that will enhance the generation of new knowledge and its application to both local and global
STE
situations, and ecological preservation;
Objectives
3. Create sustainable research-based extension programs and establish strong linkages among local, national and international entities; and
4. Establish feasible income generating projects utilizing indigenous resources (but not limited to) and facilitate provision of entrepreneurial skills and
information relevant to the needs of the college and the community.
COURSE INFORMATION
Course Code: BPEd 101
Credit: 3 units
Course Title: Philosophy and Socio-Anthropological Foundations of Physical Education and Sports
Number of Hours: 54 hours
Pre-requisite: None
Term:
Co-requisite: None
Academic Year:
Vision
A study of diverse justifications on the educational value of PE and an examination of how the various structures, patterns, organizations, and
Course institutions in culture and society create, relate to, and influence physical education and sports; discussion of the historic tradition of mind/body and
Description:
theoretical /practical knowledge dualism; conceptual analysis of the issues of sport as a human activity and the distinction and relationship between
PE and sport.
INSTRUCTOR’S INFORMATION
Name:
Baccalaureate Degree:
Master's Degree:
Doctorate Degree:
Academic Rank:
Other Qualifications:
Deljun R. Rodriguez
Bachelor of Secondary Education Major in MAPEH
Master of Science in Physical Education (MSPE)
Ph.D. PE (on-going)
Instructor I
RA 1080 (LPT)
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Email address: deljun.rodriguez@nmsc.edu.ph
Mobile number: 09171708236
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STE Objectives
PROGRAM OUTCOMES
1
2
PO1 Disciplinal Knowledge
A Apply scientific evidenced-based practices critical to the educational and learning processes.
PO2 Movement Competency and Proficiency
A Demonstrate skillful performance in a variety of physical activities.
B Adapt performance to a variety of physical activity settings: (e.g. formal classes, recreational, and competitive)
PO3 Program Planning, Implementation, and Evaluation
A Critically examine the curriculum (e.g. content pedagogy and assessments, and program, and enhance (e.g. innovate) them necessarily.
B Plan and implement safe and effective physical activity programs to address the needs of the individual in school and-or industry settings.
C Monitor and evaluate physical activity programs in school and/or non-school settings.
D Use appropriate assessments in, as and for students or client learning.
E Use information, media and technology pedagogy and for lifelong learning.
PO4 Professional Accountability and Responsibility
A Promote the advancement of the profession.
B Pursue lifelong learning for personal and professional development.
PO5 Program Planning, Implementation, and Evaluation
A Communicate effectively with PE practitioners, other professionals and stakeholders.
B Use oral, written, and technology formats deftly.
Course Outcomes and Relationship to Program Outcomes:
Course Outcomes
PO 1
Program Outcomes
PO 2
PO 3
PO 4
PO 5
Generated information and analyzed fundamental concepts and themes about the
1 Philosophical and Socio-anthropological aspects of Physical Education and
2
3
4
5
sports;
Recognized relevant ideas, habits, and attitudes upon learning and applied the
Philosophical and Socio-anthropological of Physical Education and sports.
Crafted and evaluated a tabular matrix and a content analysis among the
component of philosophical and socio-anthropological foundations of physical
education, and sports;
Interpreted and applied the philosophies involved in physical education and
sports;
Realized and identified the trends, challenges, and issues in PE and sports in the
21st century and their importance in society.
P
I
P
P
D
P
P
P
D
D
D
Legend: I – Introduced Concepts/Principles; P – Practiced with Supervision; D – Demonstrated across different clinical settings with minimal supervision
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3
4
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Intended Learning Outcome
(ILO)
 Introduced and defined the
epistemological concept of
Physical education and
sports;
 Appreciated the roles and
scope of physical education
and sports.
Course
Content/Topic
 Epistemology of
terms in PE and
sports.
 Scope of Physical
Education and
Sports in the
society and the
community.
Teaching-Learning Strategies/
Activities
Lecture Method, Reporting, and
Focused Group Discussion (FGD)
Video Playing
 Students will be grouped and
 Teacher plays a YouTube video that
discussed their insights on physical
education and sports’ scope and
explains these concepts initializing the
epistemological aspects.
historical foundation of PE and sports.
 Students ask clarifying questions
about the concepts
 Formulated a concept map
based on the worldwide
historical foundation of PE
and sports.;
 Classified and distinguished
the worldwide historical
foundations of Physical
Education and sports in their
respective times and or eras.
 Worldwide
Lecture and Socratic Method
Historical
 Teacher implements dialogue (q and
background of
a) towards the ideas and thoughts
Physical Education,
coming from the students.
Recreation, Health,
and Sports.
 Period of
civilization and the
evolution of themes
and concepts in PE
and sports from the
primitive era to the
age of
enlightenment.
 Crafted a tabular matrix on
the luminaries and their
significant contributions to
physical education and
sports.
 Comprehend the terms in the
 luminaries and their
contribution to
Physical Education
and Sports.
 Philosophical
Outcome-Based Assessment (OBA)
Resources/
Instructional
Materials
Hour
s
3 hrs.
Video
presentation
Powerpoint
presentation
Socialized Discussion,
Group Reporting, and Concept Map
 Students will be grouped and
assigned an era or period to be
reported.
 Students will be crafting a concept
map composed of themes, concepts,
and physical activities based on their
assigned topics.
Handouts
12
hrs.
Lecture Method and Interactive
Mind Map Assessment
Discussion
 Students will be submitting a tabular
The teacher initiates by asking students
matrix on the contribution of the
who are the following individuals based
following individuals in PE and
on their contributions.
sports.
Lecture, and Socratic Method
Formative Assessment,
Handouts
6 hrs.
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Powerpoint
presentation
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 The teacher will introduce the main
themes and cluster ideas that are
relevant to the topic, the students then
clarify
Socialized Discussion
 Students will be given scenarios; they
will be asked to identify the guideline
used in that scenario, and explain
their answers.
 Compared and contrasting the  Philosophies
involved philosophies; (i.e.,
involved in
idealism, pragmatism,
Physical Education
naturalism, existentialism,
eclectic approach, humanism)
 Identified the philosophers
involves in Physical
education and sports;
 Dissected the salient features
and characteristics of each
philosophy involved in
Physical Education and
sports.
 Elaborated on the socio Socioanthropological foundations
anthropological
of Physical Education and
Foundations of
sports;
Physical education
 Analyzed the socioand sports.
anthropological foundation in
sports and physical education
and its impact on the
community.
Buzz Session
 The teacher will discuss a narrow
part of the concept, then let the
students comprehend the concept
and present it.
Group Reporting/brainstorming
 The teacher will be grouping the
students and giving an ample time to
generate ideas about the concept.
Students will present their assigned
topic to the class.
 Integrated the importance of
socialization in sports in the
community;
 Applied the said concepts as
a modern physical educator.
Lecture Method and Individual
Interview
 The teacher will introduce and will
acquaint students with the topic.
philosophical foundation of
sports and pe;
 Acquainted with the themes
and concepts of each
philosophy.
Foundations of
Sports
 Themes and
concepts of
Philosophies.
 Importance of
Socialization in
sports and in the
community
 Influence and the
Impact of PE and
sports.
Summative Assessment
Lecture Method,
 The students will create a reflection
Peer Teaching
paper at the end of the topic.
 Teacher gives and explains the general
guidelines for effective student
assessment
 Students are asked questions based
on the teacher’s lecture; they will
discuss the answer with a seatmate
Project-Based Assessment
 Group of students will interview
sports enthusiasts (i.e., athletes,
coaches, etc.) then analyzed their
answers and integrated it into the
whole project.
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Powerpoint
presentation
6 hrs.
Outlined hand
outs
Powerpoint
presentation
3 hrs.
Powerpoint
presentation
and prototype
of the project.
6 hrs.
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 Discussed related studies
 Patterns,
Online Bench Marking and Video
among published articles on
institutions, and
Playing
engaging pedagogy and
cultural aspects of  The teacher will show various
cultural aspect in physical
physical education
patterns and models of cultural
education;
aspects in pe. Then students initiate
 Scrutinized various patterns
asking questions for further
clarification and comprehension.
and models among
institutions and cultural
aspects of physical education.
 Defined Physical Education
 Physical Education Guided Instruction
and sports in the modern
and Sports in the
 The teacher introduces key concepts
world.
Contemporary
and unlocks technical terms gearing
 Differentiated Physical
World
towards the thrust of the topic.
Education and sports in the
past and in the 21st century.
 Highlighted the different
areas in physical education
and sports in the modern
world.
 Identified the issues,
 Issues, challenges,
Lecture Mehtod and Project-Based
challenges, and trends in
and trends in
Learning (PBL)
physical education and
physical education
 The teacher introduces the trends and
sports.
and sports
issues in physical education and
 Elaborated and analyzed the
sports. Then gives instructions and
trends and challenges in
formats of the project.
Physical education and
sports.
 Crafted a compilation of
issues and trends in physical
education and sports.
Downloaded
files for the
Out of the presented models. Students benchmarking
will write a reflection paper on their
to be provided
insights.
by the
instructor.
Powerpoint
presentation
Summative Assessment

Mind Map Assessment
 Students will create ta concept map
out of the themes being presented in
the topic.
3 hrs.
Project-Based and Reporting
 Students will be reporting their
identified trends, challenges, and
issues in physical education and
sports. Then produced a hard copy of
the said project.
9 hrs.
COURSE REQUIREMENTS AND CLASS POLICIES
Course
Requirements
6 hrs.
1. Quarter Exam with TOS
2. Ready-made Quarter Exam evaluation
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Class Policies
3.
4.
1.
2.
3.
4.
5.
6.
Item analysis of a Ready-made Quarter Exam
Portfolio of all these requirements
Attend classes regularly and on time
Participate actively in the class
Ask relevant questions
Answer questions with sense
Submit individual/group assignments/projects on time
Pass the major exams
Grading System
The grading system is averaging, that is;
Textbooks and Supplementary Readings
Books:
Aquino, Gaudencio V.,2009. Everyone’s Practical Guide to Fitness and Health.
National Book Store, Inc.
Final Grade = (Midterm Grade + Tentative Final Grade)
2
Computation of grades uses the formula below:
50/PS x SS + 50 = SG
Aquilino, Rivera R. 1986. Physical Fitness in Today’s School. National Book
Store, Inc.
Belmonte, Paz Ceilo A. 1994. Physical Education Handbook. Rex Book Store.
where: PS = Perfect Score, SS = Student Score, SG = Student's Grade
Demirel D. and Yildiran I. (2013). The Philosophy of Physical Education and
Sport from Ancient Times to the Enlightenment. Pp 190-202
Major Examinations (Midterm, Final)
40%
Activities (Self Checks, Chapter Assessments)
60%
Total: 100%
Rink, Judith. (1995), Moving into the Future – National Standards for Physical
Education. WCB/McGraw-Hill.
Wuest D. et. al, (2005). Foundations of Physical Education and Sport 15 edition.
St. Louis: McGraw-Hill.
Prepared:
Noted:
Approved:
DELJUN R. RODRIGUEZ, MSPE
Instructor
ANTONIO T. ENERIO, JR., PhD
Dean, STE
En.P WILSON C. NABUA, Ed.D
VP for Academic Affairs
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