Move to learn, Learn to move

Don Al D. De Dios

THE K to 12 curriculum seeks to develop 21st century skills among its learners, including the cognitive skills of critical thinking, problem-solving and creative thinking; social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of selfmonitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health.

In particular, it hopes to instill an understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill.

In addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (school, community and larger society) into consideration. This curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreat i on.

The K to 12 PE Curriculum develops the students’skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating their own and others’fitness and health.

The knowledge, understanding and skills underpin the competence, confidence and commitment required of all students to live an active life for fitness and health. The K to 12 PE Curriculum prioritizes the following standards: Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness; Competence in movement and motor skills requisite to various physical activity performances; Valuing physical activities for enjoyment, challenge, social interaction and career opportunities; and Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.

Physical literacy consists of movement, motor- and activity-specific skills. In the early grades, the learners are taught the ‘what,’‘why’and ‘how’of the movement. This progresses to an understanding of the ‘why’of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners build on these knowledge and skills in order to plan, set goals and monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle.

This implies the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills necessary to maintain and enhance their own as well as others’fitness and health through participation in physical activities.

The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.

The curriculum emphasizes knowing the ‘what’, ‘how’and ‘why’of movement. It focuses on developing the learners’understanding of how the body responds, adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society.

These are all valuable 21st century skills which the K to 12 PE Curriculum aspires for the learners to develop.

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The author is Teacher II at Angeles City Senior High School

Research Design is a master plan or said to be a blueprint, it contains a clear plan on how to make a direction or answer the research questions. It serves as an outline/ framework to make your research clear and understandable. An important stage in conducting a research where we Identify the variables of the study and the research approach.

Research Design is all about –

What is the study about?

Why is the study being made?

Where will the study be carried out?

What type of data is required?

What will be the sample design?

What techniques of data collection will be used?

How will data be analyzed?

Classification of Quantitative research designs. Research design are classified either non-experimental (subjects usually measured) orexperimental(subjects measured before and after a treatment). Non-Experimental Experimental (Laboratory/ Field Research) - Descriptive - True Experimental (pretest – posttest) - Survey - Quasi-Experimental

- Correlational

- Ex-Post-Facto