lOMoARcPSD|21444477 BPEd-101 - Syllabus Physical Education (Northwestern Mindanao State College of Science and Technology) Studocu is not sponsored or endorsed by any college or university Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph) lOMoARcPSD|21444477 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) Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph) Email address: deljun.rodriguez@nmsc.edu.ph Mobile number: 09171708236 lOMoARcPSD|21444477 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 Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph) 3 4 lOMoARcPSD|21444477 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. Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph) Powerpoint presentation lOMoARcPSD|21444477 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. Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph) Powerpoint presentation 6 hrs. Outlined hand outs Powerpoint presentation 3 hrs. Powerpoint presentation and prototype of the project. 6 hrs. lOMoARcPSD|21444477 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 Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph) lOMoARcPSD|21444477 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 Downloaded by Jeric Guemo (jguemo@gbox.ncf.edu.ph)
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