P.E 1 SCI New
P.E 1 SCI New
P.E 1 SCI New
VISION
CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.
GOAL
CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:
Continually improve its Quality Management System (QMS) at par with International standards;
Provide timely, efficient and effective delivery of products and services;
Satisfy the needs and expectations of the customers and relevant Interested parties; and
Uphold applicable statutory, regulatory, organizational and International standard requirements.
CORE VALUES
Committed – refers to CPSU’s strong commitment to provide quality result to a plan of action.
Productive – refers to working hard to be able to achieve good results.
Service-oriented – refers to focusing on helping and providing customers’ satisfaction.
Unified System – refers to working together towards achieving the same goals to increase efficiency
and enable centralized management.
For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development plans.
PROGRAM OUTCOMES
a.1. Articulate and discuss the latest developments in the field of practice (PQF level 6 descriptor);
a.2. Effectively communicate orally and in writing using both English and Filipino;
a.3. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
a.4. Act in recognition of professional, social, and ethical responsibilities;
a.5. Preserve and promote ‘’ Filipino historical and cultural heritage’’ (based on RA 722);
b.1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts;
b.2. Demonstrate mastery of subject-matter discipline;
b.3. Facilitate learning using a wide-range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
b.4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners;
b.5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
b.6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
b.7. Practice professional and ethical teaching standards sensitive to the local, national and global realities; and
b.8. Pursue Lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
PROGRAM OUTCOMES
a. Demonstrate deep understanding of the scientific concepts Display basic and comprehensive understanding of knowledge, principles of the subject
and principles. matter in the sciences.
b. Apply scientific inquiry in teaching and learning. Apply the scientific principles in soling current problems.
Uses scientific inquiry in understanding and explaining natural phenomena.
c. Utilize effective scientific teaching and assessment Design and utilizes appropriate instructional material in science.
methods. Employ effective teaching techniques for diverse types of learners in varied learning
conditions.
Design and utilizes a variety of appropriate assessment techniques to monitor and
evaluate learning.
Provide regular feedback to students.
d. Manifest meaningful and comprehensive pedagogical Utilize appropriate pedagogy and use of technology for the different science content
content knowledge (PCK) of the sciences. areas.
Demonstrate skills in various methods of teaching-learning in the sciences to include
conducting science investigations, making models and prototype, and doing science
research.
B – Bestow munificently the endowed talents, knowledge, skills and attributes to all clients of learning.
S – Specialize more fully the field of discipline through future exploration of knowledge and professional advancement.
E – Embody the CENPHILIAN spirit of exercising academic freedom and spirit of innovation.
D – Develop a sense of urgency to respond to the changing needs, of the society, the country and the world.
COURSE OUTCOMES
1. Participate in moderate to vigorous physical activities in accordance with national and global recommendations on physical activities for health.
2. Adapt movement competencies to independent physical activity pursuits that are health-enhancing and personally rewarding.
3. Improved understanding of movement and the human body and the importance of maintaining a healthy lifestyle.
4. Monitor progress and evaluate achievement of personal fitness and dietary goals.
III. COURSE TITLE : Physical Activities Towards Health and Fitness 1: Movement Competency Training
IV. COURSE DESCRIPTION : This course reintroduces the fundamental movement patterns that consist of non-locomotor and locomotor skills, which
are integrated with core training to meet the demands of functional fitness and physical activity performance. Emphasis
will be on exercise regression and progression for the enhancement of fitness and the adaptation of movement
competencies to independent physical activity pursuits. In conjunction with fitness and wellness concepts, exercise and
healthy eating principles, periodic evaluation will be conducted of one’s level of fitness ad physical activity, as well as
eating patterns to monitor one’s progress and achievement of personal fitness and dietary goals.
V. CREDIT : 2 units
Time
Desired Learning Teaching and
Course Content References Frame Assessment Task Resources Materials
Outcomes (DLO) Learning Activities
(hrs)
MIDTERM
At the end of the Midterm
Examination, the 1 hr.
students must have
answered correctly at
least 75 percent of the
written exam and
completed assessment.
(Frequency, Intensity,
Time, and Type) Principles
c. Created a training
program using the FITT
Principles
Dead Bug and Bird Dog 2 hrs. - Lecture/Discussion - Paper and pen test - Course Syllabus
a. Identified the dead bug Series - Interactive Learning - Individual/Group - Class Record
and bird dog series - Oral Assessment Performance Task - Paper and pen
b. Performed the dead bug - Movement - Self-reflection - Module
and bird dog series Exploration - Laptop/Computer
c. Appreciated the benefits - Individual/Group - Handouts
you get in doing the dead Activity - Rubrics
bug and bird dog series - Yoga Mat
MIDTERM EXAMINATION
FINAL TERM
At the end of the Final
Doc Control Code: CPSU-F-VPAA-11 Effective Date: 09/12/2018 Page No.:9 of 17
CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan, Negros Occidental
using a template
________
36 hrs.
FINAL EXAMINATION
1. Students should wear their prescribed school uniform and ID at all times inside the campus.
2. Minimum health protocols must be followed at all times when inside the school premises. These include one (1) meter social distancing and wearing of
face mask. Regular and proper handwashing is also encouraged.
3. Students must participate actively in the class discussion and perform all the required tasks.
4. Students should complete the requirements and required tasks to pass the subject.
5. Final course requirements and major outputs must be submitted to avoid obtaining an INC. grade.
6. Students are only given one (1) year to comply an incomplete grade. Beyond the given period, the student will be advised to re-enroll/retake the subject.
7. Students are required to take the Midterm and Final examinations on the scheduled date. Failure to comply with these institution-mandated exams is
tantamount to an incomplete (INC.) grade.
X. GRADING SYSTEM :
Cognitive : 40%
25% - Exams (Midterm & Final)
15% - Summative Test
Psychomotor : 50%
40% - Course Outputs/Projects/Portfolio
10% - Assignments
Affective : 10%
Behavior and Attendance
____
Total: 100%
XI. REFERENCES :
Freutel, N. (2020). 5 Joint Mobility Exercises to Improve Flexibility and Function. Retrived from: https://www.healthline.com/health/fitness-exercise/joint-mobility-exercises last
April 30, 2021.
Huether, K. MD (2020). Introduction to Mobility Training. Retrieved from: https://www.therekoverymd.com/blog/mobility-training last April 30 , 2021.
Reveal the Fit Person Inside of You. Retrieved from: https://www.davidlunnfitness.com last April 30, 2021.
Schultz, R. (2021). How Mobility Training Can Prevent Injuries and Make You Stronger. Retrieved from: https://www.mensjournal.com/health-fitness/how-to-mobility-
flexibility-strength-mens-fitness/ last April 30, 2021.
Harvard Health Publishing, Harvard Medical School (2020). 5 exercises to improve hand mobility. Retrieved from: https://www.health.harvard.edu/pain/5-exercises-to-
improve-hand-mobility last April 30, 2021.
Healthy Lifestyle Fitness (2021). Video: Reverse fly with dumbbell. Retrieved from: https://www.mayoclinic.org/healthy-lifestyle/fitness/multimedia/reverse-fly/vid-20084679
last April 30, 2021.
Quigley, M. (2016). Try This: Chest Expansion. Retrieved from: http://abcfitstudio.com/trythis-chest/ last April 30, 2021.
Hodges and Richardson (2021). Core Stability. Retrieved from: https://www.physio-pedia.com/Core_stability last April 30, 2021.
Akuthota, et. Al (2008). Core Stability Exercise Principles. Retrieved from: https://pubmed.ncbi.nlm.nih.gov/18296944/ last April 30, 2021.
Russell, Z. et al. Core Stability Deficiency. Retrieved from: https://physioworks.com.au/pain-injury/back-pain/core-stability-deficiency/ last April 30, 2021.
Summit Orthopedics (2019). A Strong Core Helps Prevent Injury. Retrieved from: https://www.summitortho.com/2015/05/20/a-strong-core-helps-prevents-injury/ last April 30,
2021.
Harvard Health Publishing, Harvard Medical School (2012). The real-world benefits of strengthening your core. Retrieved from:
https://www.health.harvard.edu/healthbeat/the-real-world-benefits-of-strengthening-your-core last April 30, 2021.
Tracey, C. (2015). What is Core Stability. Retrieved from: https://originfitness.com/knowledge-and-advice/what-is-core-stability/ last April 30, 2021.
Lactimer, (2016). Core Stability. Retrieved from: https://www.brianmac.co.uk/corestab.htm last April 30, 2021.
Scott, J. (2020). The Health and Fitness Benefits of Flexibility Training. Retrieved from: verywellfit.com/flexibility-definition-and-examples-3496108 last May 4, 2021.
Dr. Maffetone, P. (2017). Dangers of Stretching. Retrieved from: philmaffetone.com/dangers-of-stretching/ last May 4, 2021.
Haak, E. (2021). The 4- Stretch Test to Tell If You’re Dangerously Inflexible. Retrieved from: Oprah.com/health_wellness/dangers-of-being-inflexible last May 4, 2021.
National Posture Institute (2015). Flexibility: How it Impacts More than Your Muscles. Retrieved from: npionline.org/articles/flexibility-how-it-impacts-more-than-your-
muscles.htm last May 4, 2021.
Better Health Channel (2018). Resistance Training- Health Benefits. Retrieved from: betterhealth.vic.gov.au/health/HealthyLiving/resistance-training-health-benefits last May
4, 2021.
Cissik, J. Basic Principles of Strength Training and Conditioning. Retrieved from: myweb.facstaff.wwu.edu/chalmers/PDFs/Basic%20principles%20of%20training%20and
%20conditioning.pdf last May 4, 2021.
MD Illiades, C. (2019). 7 Ways Strength Training Boosts Your Health and Fitness. Retrieved from: everydayhealth.com/fitness/add-strength-training-to-your-workout.aspx
last May 4, 2021.
myDr (2018). Strength Training Exercises. Retrieved from: mydr.com.au/sports-fitness/strength-training-exercises/ last May 4, 2021.
Essay is free of distracting Essay has few spelling, Most spelling, punctuation, and Spelling, punctuation, and
spelling, punctuation, and punctuation, and grammatical grammar correct allowing grammatical errors create
grammatical errors; absent of errors allowing reader to follow reader to progress though distraction, making reading
Grammar & Mechanics
fragments, comma splices, and ideas clearly. Very few essay. Some errors remain. difficult; fragments, comma
run-ons. fragments or run-ons. splices, run-ons evident. Errors
are frequent.
B. COURSE MAPPING
COURSE OUTCOMES PROGRAM OUTCOMES
RELATIONSHIP TO PROGRAM OUTCOME a.1 a.2 a.3 a.4 a.5 b.1 b.2 c.1 c.2 c.3 c.4 c.5
1. Participate in moderate to vigorous physical activities in accordance
with national and global recommendations on physical activities for health. P P P I I I I I P I P P
Name of Faculty