MAY JUSTINE B. DACILLO.
III BEED BLOCK 6
Instructional planning for Physical Education and Health
Lesson 1: Foundations of Physical Education and Health
ASSESS: how does history take part in evolving the curriculum of physical education and health?
By providing a context for comprehending the evolution of physical education and health practices across time, history contributes significantly to
the evolution of the physical education and health curriculum. Understanding how the profession has changed, what has been done in the past, and what
has succeeded and what hasn't aids educators. This is made possible by studying the history of physical education and health.
CHALLENGE: differentiate the focus, purpose, and target people of physical education throughout time.
TIME FOCUS (Sport/ Activities) PURPOSE TARGET PEOPLE
Physical education in ancient The purpose of physical education Physical education was primarily
Greece primarily focused on a in ancient Greece was to develop aimed at male youths, who were
ANCIENT GREECE variety of athletic activities, physical strength, agility, trained in gymnasiums under the
including running, jumping, discus, endurance, and mental discipline. guidance of a paid tribes (physical
javelin, boxing, and wrestling. education teacher).
Physical education in ancient Rome The purpose of physical education Physical education was primarily
had a similar focus to ancient in ancient Rome was primarily aimed at young males from wealthy
ANCIENT ROME Greece, with a focus on activities military training and preparation families, who could afford to hire a
such as wrestling, boxing, and for warfare. personal trainer or attend a private
chariot racing. gymnasium.
In the 19th century, physical The purpose of physical education Physical education was primarily
education in Germany became more in Germany was to promote aimed at young males, with a
GERMANY systematic, with a focus on physical health, discipline, and particular emphasis on military
gymnastics, calisthenics, and national unity training and the development of
various other exercises. physical and mental toughness.
In the early 19th century, physical The purpose of physical education Physical education was aimed at
education in Sweden was in Sweden was to promote physical both men and women of all ages
SWEDEN dominated by gymnastics and health, improve the quality of life, and social classes, with an emphasis
calisthenics. and provide a means of physical on the benefits of exercise for all
and mental training for all citizens. individuals.
DENMARK Physical education in Denmark in The purpose of physical education Physical education was aimed at
the early 20th century was focused in Denmark was to promote both males and females of all ages,
on a variety of sports and games, physical fitness, health, and well- with an emphasis on encouraging
including soccer, gymnastics, and being, as well as to foster social participation in physical activity for
handball. skills and personal development. all.
GREAT BRITAIN Physical education in Great Britain The purpose of physical education Physical education was primarily
in the late 19th century was in Great Britain was to promote aimed at young males, with an
dominated by team sports, such as physical fitness, teamwork, and emphasis on team sports and
rugby, cricket, and soccer. social skills, as well as to prepare military training.
young men for military service.
PHILIPPINES DURING:
TIME FOCUS (Sport/ Activities) PURPOSE TARGET PEOPLE
PRE-SPANISH ERA The physical activities during this The purpose of physical activity Physical activity was for everyone,
time were primarily centered on during this time was mainly for including men, women, and
hunting, fishing, and farming. survival and to prepare individuals children.
Indigenous sports and games were for the challenges of daily life.
also played, such as kick, a game
like hacky sack.
SPANISH REGIME During this era, the Spanish The Spanish introduced physical Physical education was mainly
introduced Western sports like education to promote discipline, focused on male students in
basketball, baseball, and boxing. obedience, and loyalty to the government schools.
colonial government.
AMERICAN REGIME The Americans emphasized team The Americans introduced physical Physical education was mandatory
sports like basketball, baseball, and education to promote health, for all students, both male and
volleyball. They also introduced fitness, and military readiness. They female, in American-sponsored
gymnastics, calisthenics, and also aimed to develop leadership public schools.
military drills. and teamwork skills.
JAPANESE REGIME Physical education was mandatory The Japanese introduced physical Physical education was mandatory
for all students, both male and education to promote physical for all students in Japanese-
female, in American-sponsored fitness and prepare Filipinos to sponsored schools. It was also
public schools. serve in the military. required for all able-bodied
Filipinos, both male and female, to
undergo military training.
WHAT IS THE FOCUS, PURPOSE, AND TARGET PEOPLE OF PHYSICAL EDUCATION AND HEALTH?
At present, the focus, purpose, and target people of physical education and health vary depending on the country and the specific educational system.
Focus: The focus of physical education and health at present is to promote overall health and well-being through physical activity, sports, and
exercise. It emphasizes the importance of maintaining an active lifestyle, developing physical fitness, and preventing chronic diseases related to a
sedentary lifestyle.
Purpose: The purpose of physical education and health is to teach students how to engage in physical activity safely and effectively, to promote
lifelong participation in physical activity, and to develop a positive attitude towards physical activity and healthy living.
Target People: The target people of physical education and health are typically students in primary, secondary, and tertiary educational
institutions. However, physical education and health programs may also be offered to adults and seniors to promote physical activity and healthy living.
The aim is to ensure that everyone, regardless of age or ability, has access to opportunities for physical activity and education on healthy living.
EXPERIENCE: in a specific topic in physical education and health, use the stages of learning to oversee the process of learning of the pupils, use the table
below.
Subject Topic Stages Of Learning
Cognitive Associative Autonomous
Physical 1. Basketball The essential theories and methods of The pupils start to focus on The trainees can shoot accurately
education shooting basketball shooting are explained to the consistency and fine-tune their without having to think about it
pupils. Students gain knowledge of the shooting technique. When the since they have honed a reliable
right posture, positioning of the hands, pupils practice shooting drills, the shooting method. They can use
and motion required to shoot a teacher can offer advice and their shooting prowess in
basketball properly. The instructor correction. To enhance their competitive settings and make
might utilize visual aids, instructional muscle memory, the kids should be quick selections. By using
films, and demonstrations to assist the encouraged to practice alone as increasingly challenging exercises
pupils comprehend the fundamentals of well. and game scenarios, the teacher
shooting. may push the kids.
2. Volleyball pupils are introduced to the basic skills pupils begin to refine their skills pupils have mastered the skills
and rules of the game. In volleyball, the and develop consistency in their required to play the game at a
cognitive stage involves learning the performance. They practice more high level. They can perform the
proper technique for serving, passing, complex drills that focus on skills automatically without
setting, and hitting the ball. specific skills and work on thinking and are able to adjust
developing their ability to perform their technique based on the
the skills in a game-like situation. situation.
Health 1. Nutrition the students are introduced to the basic the students begin to understand the students have developed a
concepts of nutrition, including the food the importance of balanced healthy eating routine and can
groups and the nutrients needed for a nutrition and how to make healthy make informed decisions about
healthy diet. The teacher can use visual food choices. The teacher can their diet. They can apply their
aids, such as posters and infographics, to provide guidance on reading food knowledge to make healthy food
help the students understand the labels, meal planning, and portion choices when eating out or in
different food groups and their control. The students should also social situations. The teacher can
functions. be encouraged to keep track of challenge the students by
their food intake and adjust their introducing more complex topics,
diet as needed. such as sports nutrition and
dietary supplements.
2. Nutrition the learners are in the process of the learners are applying the the learners have developed a
and understanding the importance of knowledge they have learned habit of making healthy food
Balanced nutrition and a balanced diet. They are about nutrition and balanced diet. choices and are able to apply
Diet still developing their knowledge on the They can make healthy food their knowledge to make
different food groups and their choices and understand the informed decisions about their
respective functions in the body. importance of portion control. diet.
HARNESS: what are the benefits of learning the foundation of physical education and health?
Learning the foundation of physical education and health provides numerous benefits for individuals, the benefits are: improve physical fitness,
better mental health, lifelong habits, enhance academic performance.
Lesson 2: DESIGNING INSTRUCTIONAL FOR PHYSICAL EDUCATION AND HEALTH
EXPERIENCE: write your idea of a good instructional design
A good instructional design should be effective, engaging, and tailored to the needs and abilities of the learners. Here are some key elements that I
believe are important to include in a good instructional design: clear learning objectives, engaging content, active learning, assessment and feedback,
flexibility, and continuous improvement.
ASSESS: what is the importance of good instructional design to teachers and pupils? Justify your answer.
Instructional design is a process of creating learning experiences that facilitate the acquisition of knowledge, skills, and attitudes in a systematic
and efficient manner. It involves the design and development of instructional materials and activities that are tailored to meet the needs and abilities of
learners. Good instructional design is essential for both teachers and pupils for a variety of reasons.
Good instructional design helps teachers to create effective teaching materials that engage learners and facilitate their learning. good instructional
design helps teachers to save time and resources. good instructional design can help pupils to learn more effectively. good instructional design can help
promote inclusivity and diversity in the classroom.
CHALLENGE: List down the benefits of a well-developed instructional design to the pupils.
a. Teachers must not assume that similar problems will occur all the time. They must remember that problems vary depending on the
environment. With this, the instructional design should be unique and customized depending on the problems at hand.
b. Teachers should use interactive strategies that will encourage children to participate in the learning process.
c. Teachers are instructional designers, must be result driven. They must set concrete and measurable goals and objectives.
d. Teachers may be consistent. They should be consistent in providing instructions that address the characteristics and needs pf the pupils.
REFLECTION:
Physical and health education is an essential part of a student's academic development, as it provides them with the knowledge and skills, they
need to maintain a healthy and active lifestyle. The instruction for physical and health education typically involves a range of activities such as fitness
training, team sports, and health education lessons.
HARNESS: Explain based on your own understanding the following key ideas of a good quality instructional design.
1. Formulate goals and structure: This involves clearly defining the learning objectives and structuring the content in a way that supports those
objectives. Instructional designers should identify what learners need to know, understand or be able to do because of the instruction, and then
create a plan for how to achieve those outcomes. This may involve breaking down complex concepts into smaller, more manageable pieces,
sequencing the content logically, and using appropriate instructional strategies and media.
2. Keep the activity interesting: A key aspect of effective instructional design is keeping learners engaged and motivated throughout the learning
experience. This can be achieved by using a variety of interactive and immersive learning activities, such as simulations, games, and case studies.
Instructional designers should also consider the learning preferences and interests of their target audience when designing instruction.
3. Meet the set national standards: Depending on the context, instructional designers may be required to align their instruction with national or
industry standards. These standards provide a framework for what learners should know or be able to do and can be used to guide the design of
instructional objectives and assessment strategies.
4. Always put assessment in mind: Assessment is a crucial part of the instructional design process, as it allows designers to measure the
effectiveness of their instruction and identify areas for improvement. Instructional designers should consider how they will evaluate learner
performance and use that information to refine their instruction.
5. Be open to change: Finally, good quality instructional design requires a willingness to be flexible and adaptable. Instructional designers should be
open to feedback from learners and other stakeholders and be willing to make changes to their instruction based on that feedback. They should
also be willing to revise their instruction in response to changes in the learning environment or advances in instructional technology.
