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OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN

(PATHFit 2)–Exercise-Based Fitness Activities
Date: January, 2025

I. School Year/Semester SY 2024-2025/ 2nd Semester

II. University Vision: A globally-recognized green research University committed to excellent service to the nation
Mission Foster excellence, holistic and inclusive education attuned to the demands of a diverse world towards the
formation of productive and value-laden lives.
Goal Uphold the tradition of excellence in instruction, research, extension and production geared towards a
strong academe-industry interface for social development.
Core Values Respect, Integrity, Social Responsibility, Excellence, Commitment
Institutional Outcomes:
A. A Professional who is morally upright, socially responsible and globally employable
B. A Leader and Innovator who inspires others and is committed to social transformation and
national development
C. An Environmental Advocate committed to research, extension and production initiatives.
III. College/Campus All Colleges – CatSU- Main Campus
IV. Program/Degree All Baccalaureate Degree Programs
V. Program Outcomes The graduates can:

Program Outcomes (PO) vary on every program offering in each College which is based on CHED CMO and Board Resolutions.

Common POs:

A. Articulate and discuss the latest developments in the field of practice (PQF Level 6 descriptor). I

B. Effectively communicate orally in writing using both English and Filipino. P

C. Work effectively and independently in multi-disciplinary and multi-cultural team (PQF Level 6 descriptor). D

D. Act in recognition of professional, social and ethical responsibility. P

E. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722). P

F. Participate in the generation of new knowledge or in research, extension and development projects. D

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G. Support local, regional and national development plans along education, environment, socio-economic, health, gender D
and development, science and technology.
POs for PATHFIT (CMO No. 39 s. 2021) – AHL (Active and Health Living; AA (Advocacy and Action)

H. Participate in moderate to vigorous physica l activities (MVPAs) in accordance with national and global recommendation I
on physical activities of health.
I. Adapt movement competencies to independent physical activity pursuits that are healthy enhancing and personally P
rewarding.
D
J. Monitor progress and evaluate achievement of personal fitness and dietary goals.
K. Practice empathy, fair-play; show respect differing abilities (i.e. diversity) through interpersonal communication skills and P
emotional regulation during PA participation.
P
L. For sport, apply basic tactics (e.g. defense, offense, transition) in game situations.
M. Devise, apply, assess a range of strategy (i. e. exercise program design; goal setting; periodic evaluation) to improve I
one’s physical activity performances and those of others.
N. Enhance and advocate for one’s personal and other’s fitness, safety and wellness through physical activity participation P
and/or leadership.
O. Promote practical and creative interventions that will create community connection and contribute to the health and P
wellness of the school community and its periphery.

I - Introduced P - Practiced D - Demonstrated

VI. Course Code/Title PE2 (PATHFit 2) Exercise-based Fitness Activities

VII. Course Description This course builds on the foundation of motor skills achieved through core training. It will provide experiences in various exercise
programs to maintain and enhance cardiorespiratory and musculoskeletal fitness (i.e., core stability, muscle strength, endurance
and power). It includes speed and agility training focusing on body coordination and balance. In conjunction with fitness and
wellness concepts, exercise and healthy eating principles, learners will be able to enhance their fitness through goal setting and
application of the exercise principles (i.e., frequency, intensity, time, type, progression and volume); adapts their movement
competencies to independent physical activity (PA) pursuits and periodically evaluate their PA and eating patterns to monitor their
progress and achievement of personal fitness and dietary goals.
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VIII. Course Credit 2 Units

IX. Prerequisite PE1 (PATHFit 1)
X. Contact Hours 2 contact hours per week (36 hours a semester)
XI. Course Outcomes At the end of the course, the students shall be able to:

COs Description A B C D E F G H I J K L M N O
Demonstrate knowledge and understanding of
CO1 3 2 3 1 1 3 2 3 3 3 3 1 3 3 3
physical fitness and its components.

Demonstrate understanding of physical fitness in

CO2 optimizing one’s health as requisite for PA 2 2 2 1 1 2 2 3 3 3 3 1 3 3 3
performance

Develop awareness of student’s physical status and

CO3 3 2 2 1 1 3 2 3 3 3 3 1 3 3 3
well-being.

CO4 Improve and maintain a physically fit body. 3 3 3 1 1 3 3 3 3 3 3 1 3 3 3

Explain the importance of FITT in strength training,

CO5 3 2 2 1 1 3 3 3 3 3 3 1 3 3 3
cardiovascular endurance, and flexibility

Design and implement an individualized exercise

CO6 3 3 3 1 1 3 3 3 3 3 3 1 3 3 3
program to actualize the fitness goals

Develop strategies on how to cope with change, and

CO7 manage effective and healthy lifestyle, nutrition and 3 2 2 1 1 3 3 3 3 3 3 1 3 3 3
stress.

1 – CO has minor contribution to PO 2 – CO has moderate contribution to the PO 3 – CO has major contribution to the PO

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XI. Course Outline/Learning Plan

Textbooks/ Teaching and Instructional Time
Desired Learning Course Content/
POs Cos References Learning Activities Assessment Tasks Resources/ Tabl
Outcomes Subject Matter
(TLAs) Materials e
Course Orientation
 Vision, Mission, Goal, Core Values. Institutional Outcomes
 OBE Course Syllabus
 School Policies, Classroom Policies, Grading System
 Leveling of Expectations and Contributions
 Learning Agreement/Contact
 Physical Fitness Testing (PARQ+)

A 1 At the end of the chapter, the A. General Concepts 4.0

B 2 students shall be able to: of Exercises-Based
C 3 Fitness
1. Various Benefits of Corbin, C., Welk, G.,
D 4  Demonstrate knowledge Small Group Summative Hand-outs and
Exercise Corbin, W., & Welk,
I 5 and understanding of the a. Physiological K. (2008). Concepts Teaching (Lecture- Assessment: PPT
J 6 physiological and Benefits of physical fitness: Discussion) Chapter Test about Presentations
K 7 psychological benefits of b. Psychological Active lifestyles for Understanding the the General
L physical activity and Benefits wellness (14th ed.). Exercise-Based Concepts of Activity sheets
M exercise 2. Phases of the McGraw-Hill Fitness Exercise Base
 Demonstrate a complete Fitness Exercise Humanities/Social
N Fitness
exercise routine, as Program Sciences/Languages Computer/
O assessed by instructor Interactive Learning
a. Warm-up . Laptop/ Mobile
observation. Exercises/ Question and Answer Performance-Based
 Understand the Recitation Assessment: Phones
Benefits of warm- Riva, R., (2010)
recommended exercise up Physical Activity and Performing the
guidelines for adults b. Exercise Health Guidelines, Brainstorming Phases of Fitness
 Correctly perform and Video
Proper /Workout Library of Congress Buzz Session Exercise Presentation
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record the results of basic c. Cool Down Cataloging-in- Pros & Con Exercise
fitness tests according to Exercises Publication Data Training
standardized procedures. 3. Exercise Guidelines
for Physical Fitness
and Health
4. Exercise Testing
A 1 At the end of the chapter, the B. Risk Mitigation and
B 2 students shall be able to: Management Cando, J. M. D.,
C 3 Banawa, E. L., Hand-outs and
 demonstrate knowledge 1. Risk of Biong, C. T., & Summative
D and understanding of risk Small Group PPT
Musculoskeletal Ompoc, H. M. S. Assessment:
E mitigation and Injuries (2018). Health and Teaching (Lecture- Short Quiz Presentations
F management 2. Physical Injuries Fitness Discussion) Identification and
G  identify the different a.Sprain Management: PED mitigation of Injuries Activity sheets
physical injuries and b.Strain Workbook. Manila, Demonstration
techniques for injury c. Fracture Philippines: Mutya (First Aid Treatment) Performance-Based
prevention d.Tendinitis Publishing House. Assessment: Computer/
 familiarized factors that 3. First AID for Basic Performing First Aid Laptop/ Mobile 4.0
contribute to exercise- Interactive Learning
Injuries and Dimapilis, N. J., according to the Phones
related injuries Bandaging Espeso, L. A., Isip, Question and Answer
types of injury
 perform the basic first aid Techniques M. L. G., & Muli, M. Recitation
and bandaging 4. Injury Prevention R. (2009). Physical Video
techniques. Education 1:Physical Presentation
Fitness and
Gymnastics.
Mandaluyong City,
Philippines: Books
atbp. Publications
Corp.
1 At the end of the chapter, the C. Types of Exercises National 4.0
B 2 students shall be able to: and Safety Association for
D 3 Guidelines Sport and Physical Hand-outs and
E 4  identify the types of Education Performance Task Summative PPT
1. Aerobic Exercises
I 5 exercises (aerobic, and Safety (NASPE), Ayers, S., Identifying the Types Assessment: Quiz Presentations
J 6 anaerobic, and Guidelines for & Sariscsany, M. J. of Exercises
flexibility) and their
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K 7 corresponding safety Aerobic Fitness (2011). Physical Reflective journal Activity sheets
L guidelines. 2. Muscular Strength education for
M  analyze how safety and Endurance lifelong fitness: The
practices enhance the Exercises and Computer/
N Physical Best Recitation
effectiveness of Safety Guidelines Laptop/ Mobile
O aerobic, anaerobic, for Anaerobic teacher's guide (3rd Question and Answer
ed.). Human Phones
and flexibility Fitness
exercises. 3. Flexibility Exercises Kinetics. Brainstorming
 develop a responsible And Safety Buzz Group Video
attitude toward Guidelines for Liguori, G., & Presentation
practicing safe and Flexibility Activities American College
appropriate exercises of Sports Medicine
for personal fitness (ACSM). (2020).
goals. ACSM's guidelines
for exercise testing
and prescription
(11th ed.). Wolters
Kluwer Health.
MIDTERM EXAMINATION 1.0
H 1 At the end of the chapter, the D. Aerobic Exercises National Performance-Based Hand-outs and 6.0
I 2 students shall be able to: Association for Small Group Assessment: Heart PPT
J 3 Sport and Physical Teaching (Lecture- Rate Monitoring Presentations
 design and perform an 1.Monitoring Intensity
K 4 aerobic workout, Education (NASPE), Discussion)
a. taking the Pulse
L 5 demonstrating b. target Heart Rate Ayers, S., & Practical Application: Activity sheets
M 6 accurate pulse taking Zones Sariscsany, M. J. Interactive Learning Design and
N 7 and maintaining their (2011). Physical Question and Answer performing a
O target heart rate while 2. Training Methods education for Recitation Workout Computer/
incorporating different for Aerobic Fitness lifelong fitness: The Laptop/ Mobile
training methods a. continuous training Physical Best Phones
Demonstration Reflective Journal:
(continuous, interval, b. interval training
or circuit). teacher's guide (3rd (Aerobic Exercises) Exercise Progress
c. circuit training
 analyze the principles ed.). Human Monitoring Video
of target heart rate Kinetics. Group Activity Presentation
zones and explain 1. (Demonstration of the
how different aerobic
training methods
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(continuous, interval, Berry, G. (2020). Exercises)

or circuit) contribute to Special aerobic
cardiovascular fitness exercises.
improvement.
[Publisher
 value the importance
of monitoring exercise Unknown]
intensity by
demonstrating a
commitment to
incorporating safe and
effective aerobic
training methods in
their fitness routines.
H 1 At the end of the chapter, the E. Muscular Strength National Performance-Based Hand-outs and 6.0
I 2 students shall be able to: and Endurance Association for Small Group Assessment: Heart PPT
J 3 Exercise Sport and Physical Teaching (Lecture- Rate Monitoring Presentations
 design and 1. Body-Weight
K 4 demonstrate a Education (NASPE), Discussion)
Training
L 5 strength and 2.Partner-Resisted Ayers, S., & Practical Application: Activity sheets
M 6 endurance program Training Sariscsany, M. J. Interactive Learning Design and
N 7 using bodyweight, 3. Weight Training (2011). Physical Question and Answer performing a
O partner-resisted, or education for Recitation Workout Computer/
weight training, while lifelong fitness: The Laptop/ Mobile
maintaining proper Phones
Physical Best Demonstration Reflective Journal:
form.
teacher's guide (3rd (Muscular Strength Exercise Progress
 explain the benefits of
ed.). Human and Endurance Monitoring
bodyweight, partner-
resisted, and weight Kinetics. Exercises) Video
training for improving PresentationJo
muscular strength and Group Activity urnal
endurance. (Demonstration of the
 develop a positive
Exercises)
attitude toward
incorporating strength
and endurance
exercises into their
fitness routines for
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long-term health
benefits.

H 1 At the end of the chapter, the National Small Group Performance-Based Hand-outs and
I 2 students shall be able to: Association for Teaching (Lecture- Assessment: Heart PPT
J 3 Sport and Physical Discussion) Rate Monitoring Presentations
 perform various
K 4 flexibility exercises, F. Flexibility Education
L 5 including ballistic, 1. Flexibility (NASPE), Ayers, Interactive Learning Practical Activity sheets
M 6 static, dynamic, active, Exercise S., & Sariscsany, Question and Answer Application: Design
N 7 passive, and isometric a. Ballistic M. J. (2011). Recitation and performing a
O stretching, with proper Stretching Physical education Workout Computer/
technique. b. Static for lifelong fitness: Demonstration Laptop/ Mobile
 differentiate between Stretching Phones
The Physical Best (Flexibility Exercises) Reflective Journal:
the types of flexibility c. Dynamic
teacher's guide (3rd Exercise Progress 6.0
exercises and explain Stretching
ed.). Human Group Activity Monitoring
their benefits for d. Active Video
enhancing range of Stretching Kinetics. (Demonstration of the Presentation
motion and preventing e. Passive Exercises)
injuries. Stretching
 appreciate the role of f. Isometric
flexibility exercises in Stretching
overall physical fitness
and commit to
integrating them into
daily routines.

H 1 At the end of the chapter, the G. Other Factors National Interactive Discussion Performance Hand-outs and 3.0
I 2 students shall be able to: Affecting Physical Association for PPT
J 3 Fitness and Health Sport and Physical Demonstration via Presentations
 Identify key factors (time 1. Managing Stress
K 4 Education Self-reflection video presentation
management, self- (Time
L 5 Management, Self- (NASPE), Ayers, S., Activity sheets
awareness, diet, exercise,
M 6 support system, sleep) Awareness, & Sariscsany, M. J. Demonstration Scoring Rubrics
N 7 that contribute to effective Healthy Diet, (2011). Physical
O stress management and Exercise, education for Computer/
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overall physical health. Good Support lifelong fitness: The Chapter Test Laptop/ Mobile
 demonstrate time System and Physical Best Phones
management techniques Healthy Sleep teacher's guide (3rd Reflection
and stress-relief exercises Habits)
ed.). Human
(e.g., deep breathing,
progressive muscle Kinetics. Video
relaxation) to effectively Presentation
manage stress in daily
life.
 develop an appreciation
for the role of a balanced
lifestyle, including healthy
sleep habits and social
support, in reducing stress
and enhancing physical
fitness and well-being.
FINAL PRACTICAL PERFORMANCE 2.0

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I. Suggested Readings Davis, D., Kimmet, T., & Auty, M. (n.d.). Physical Education: Theory and Practice.
and References Gulpeo, R. P., Mejillano, E. A., Dizon, E. C., & Parro, A. N. (1994). Physical Education, Health and Music. Quezon City, Philippines: FNB
Educational, Inc.
Ladion, H. de G. (2016). Healthy Moves: The Healing Wonders of Therapeutic Exercises. Manila, Philippines: Philippine Publishing House.
Lumpkin, A. (2011). Introduction to Physical Education, Exercise Science and Sports Studies. New York: McGraw Hill.
Manalo, A. D. (2012). Essentials of PE1 and PE2. Manila, Philippines: Mindshapers, Co. Inc.
Oyco, V. (2000). Physical Fitness for College Freshmen. Quezon City, Philippines: Rex Book Store.
Pamplona-Roger, G. (2013). Healthy Foods. Madrid, Spain: Editorial Safeliz, S.L.
Tulio, D. D., Sarmiento, E. F., Battung, J. B., Laggui, M. C. A., & Bumagat, N. R. (2004). Physical Fitness PE1 Self-Testing Activities.
Mandaluyong City, Philippines: Books atbp. Publications Corp.
Varona, L. L. (2009). Prescription to Health. (J. F. Sarsoza, Ed.). Manila, Philippines: Philippine Publishing House.

II. Course Requirements A. Written (Midterm and Finals) Examinations

B. Written Reports and Performance (Practical Tests)
C. Projects, Reports, Reaction Papers, Recitation
D. PATHFit Uniform
III. Course Policies A. Only students with reasonable absences from the class will be given examinations and quizzes missed.
B. Projects will be due a week before the midterm and final examination or as agreed upon. Late submissions shall no longer be given a
grade higher than 2.0.
C. Cheating and plagiarism are NOT allowed. Students caught doing these acts shall be dealt with by the provisions in the Student
Handbook.
D. All sanctions for major college offenses, major academic offenses and major personal offenses will be dealt with accordingly as reflected
in the student handbook (approved as Per Board of Regents Resolution No. 44 series 2018).
XIV. Grading System
(Per Approved Board Written Output/Quizzes/Homework/Seatwork/Problem Sets 30%
Resolution No. 3, 4 & 5 Performance (Skills-Based; Psychomotor) 40%
series 2016 dated March Midterm Exam/Final Exam 30%
8, 2016)
TOTAL 100%
Midterm Grade = 50%
Final Grade = 50%
IV. Consultation
Daily 11:00-12:00 (College of Education, Physical Education Department Office)
Time/Venue

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Prepared by:

ANGELICA D. TEBELIN BERNA MARIE G. BAUTISTA CHARLES T. TRESMANIO JR.

Faculty Faculty Faculty
Date:_________________ Date:_________________ Date:_________________

JOSE MARI A. TALAN MARIONNE MONETH V. OCAMPO NIŇO C. DOMINGUEZ

Faculty Faculty Faculty
Date:_________________ Date:_________________ Date:_________________

DALE IVAN M. MANLANGIT SHARINA MAICA B. SACRIS ARCHIE Z. DE QUIROZ

Faculty Faculty Faculty
Date:_________________ Date:_________________ Date:_________________

REA ELAINE O. TURA MICHAEL JOHN T. RIMA REYMARK A. NAVA

Faculty Faculty Faculty
Date:_________________ Date:_________________ Date:_________________

EDUARD ALFRED B. DASMARIÑAS CHARMANE C. TOMES STEPHANIE CLAIRE ARAOJO

Faculty Faculty Faculty
Date:_________________ Date:_________________ Date:_________________

CHIM MARLYN T. VARGAS MIKKA EVANGELISTA JOSHUA O. RODRIGUEZ

Faculty Faculty Faculty
Date:_________________ Date:_________________ Date:_________________

Reviewed by: Approved:

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ABDIAS T. BARRAMEDA JR. MARIA SHEILA R. GREGORIO,Ed.D.

Chaiperson, P.E. Department Dean, College of Education
Date:_________________ Date:_________________

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