90% found this document useful (10 votes)
22K views64 pagesCMO No. 80 S. 2017 - BPED
Sharing
Uploaded by
Joy Bandola FlorianoCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
90% found this document useful (10 votes)
22K views64 pagesCMO No. 80 S. 2017 - BPED
Sharing
Uploaded by
Joy Bandola FlorianoCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 64
Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION
%
§ OFFICIALS
SO RMELEASE §
o
Q, CHED Conmat etic Gf
CHED MEMORANOUM ORDER %o, feooans stonon
No. 60. Sn et
Series of_ 2077 Ave, 50.8
SUBJECT : POLICIES, STANDARDS AND GUIDELINES FOR
BACHELOR OF PHYSICAL EDUCATION (BPEd)
In accordance with the pertinent provisions of Republic Act (RA) No. 722, otherwise
known as the “Higher Education Act of 1994," and in pursuance of an outcomes-
based quality assurance system as advocated under CMO 46 s. 2012, and by virtue
‘of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017,
the following policies, standards and guidelines (PSGs) are hereby adopted and
promulgated by the Commission.
ARTICLE I
INTRODUCTION
Section Rationale
Based on the Guidelines for the Implementation of CMO No. 46 s.
2012, this PSG implements the “shift to learning competency-based
standards/outcomes-based education” in response to the 21% Century
Philippine Teacher Education framework. Furthermore, this PSG is
anchored on the salient features of K to 12 Enhanced Curriculum
(RA 10533), the Philippine Qualifications Framework (EO 83, s.
2012), the National Competency-Based Teacher Standards
(NCBTS) now the Phiippine Professional Standards for Teachers
{D.0. 42, s. 2017) and other relevant documents. It specifies the ‘core
competencies’ expected of Bachelor of Physical Education (BPE)
graduates “regardless of the type of HEI they graduate from.
However, in “recognition of the spirit of outcomes-based education and
of the typology of HEls,” this PSG also provides “ample space for HEIs
to innovate in the curriculum in line with the assessment of how best to
achieve learning outcomes in their particular contexts and their
respective missions.”
Physical Education (PE) is both a discipline and a teaching profession,
As a curricular discipline, it promotes an understanding of the
centrality of movement in daily life, in all its forms—from meeting
functional requirements, providing opportunities for social interaction,
analyzing the influence of contexts to one's welkbeing, to
acknowledging physical activity and sports participation as significant
cultural and health practices. It contributes to the formation of
constructive behaviors for managing the stress of academic and work
demands; providing the necessary ‘break’ from sedentary activities in
the classroom and workplace; and developing school loyalty and
nationalism through the sporting culture, which in turn significantly
shapes an individual's identity
Paget of 66
Highor Education Development Genter Building, G.P Garcia Ave. UP Campus, iy Philipp
‘Web Site: wen.ched.goviph Tel, Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1 170, 441-1216, 392-5296, 441-1220,
1441-1228, 988-0002, 441.0750, 441-1254, 41-1235, 441-1255, 411-8940, 441-1171, 952-1871 Section 2
PE js therefore, dominated by movement and fitness education
content, and aimed at physical literacy and the physical activity
dispositions of all leamers from the basic to the tertiary education
levels. Physical literacy serves as the foundation for confident,
enjoyable and sustained participation in a wide range of physical
activities. Building on this foundation, PE seeks to be health
optimizing in the way it supports the leamers in accessing, evaluating
and making informed decisions about their own and others’ health,
safety and wellbeing. Thus, it empowers leamers to be reflective,
self-regulated and self-directed throughout their lives,
PE achieves this through @ coherent and cohesive program of (1)
instruction (e.g. curriculat/credit courses): (2) recreational physical
activities (e.g. exercise, sports, dance, adventure) pursued beyond the
classroom such as in-school and off-campus as well as (3) competitive
and organized sports (e.9, intramurals, extramurals, high-level or elite
performance), to ensure that there is a seamless pathway for
developing physical literacy and physical activity habits. The PE
Program thus, provides for multiple and a variety of engagement and
means of representation, action, and expression to ascertain that
‘opportunities are inclusive of all contexts and leamers.
By its very nature, PE is inclusive, offering @ broad spectrum of
physical activities suitable to all leamers of all abilities and ages. Itis
@ process that is developmentally appropriate in the way it engages
participants based on their growth and maturation characteristics, as
well as their changing activity patterns. It is @ collaborative experience
based on a common set of understanding of what physical activity is
all about and on this basis, brings individuals, groups and communities
together. Finally, it is @ lifelong process as it empowers and
challenges the participant to take responsibility for his or her own
ability to lead active lifestyles for healthier lives, and to positively
influence others.
PE, in recognizing this fundamental humanity of all, serves therefore
as an important scaffold to the goal of producing “graduates imbued
with values reflective of a humanist orientation, [who are equipped to]
think through the ethical and social implications of a given course of
action and are competent to learn continuously throughout life.” Thus,
the Filipino leamer who is fully cognizant of his role in the life of the
nation and the larger community, will be able to live meaningfully in a
complex, rapidly changing and globalized world by actively engaging
himself in his community and the nation’s development issues and
concerns.
ARTICLE Il
AUTHORITY TO OPERATE
Government Recognition
Al private higher education institutions (PHEIs) intending to offer
Bachelor of Physical Education must first secure proper authority
from the Commission in accordance with these PSGs. All PHEIs with
‘an existing Bachelor of Physical Education major in School
, Page 2 of 6
4