CURRICULUM
GOALS
CURRICULUM GOALS
MATATAG Physical Education and Health Education
Curriculum Goals that aimed at helping Filipino
students develop the skills and mindset needed for a
healthy and active lifestyle.
The MATATAG Physical Education and Health Education
curriculum helps students learn basic health and fitness skills
for a healthy life, while also developing important abilities like
problem-solving, communication, and teamwork. It focuses on
improving wellbeing for individuals, their families, and
communities, and encourages students to take care of their
health throughout their lives. The curriculum also helps
students adapt to societal changes, such as new technology, and
build strength and resilience to face challenges. It promotes
personal growth by guiding students to make good decisions,
improve their lives, and inspire others to live healthier lives.
OBJECTIVES OF PHYSICAL AND HEALTH CURRICULUM
1. Develop physically literate and health-literate 21st-century learners.
2. Enhance students with knowledge, skills, and attitudes to make
informed decisions about their health.
3. Promote healthy and risk-preventive behaviors.
4. Empower students to take responsibility for their health by teaching
them to access reliable health information and resources.
5. Develop fundamental movement skills and concepts to move
confidently, competently, creatively, and safely in play, games,
exercise, sports, dance, and in different settings for lifelong physical
activity participation.
6. Advocate for healthy lifestyles and strive to influence others
positively
The MATATAG Curriculum in Physical Education incorporates
various models to promote understanding and development in
physical education.
Laban Theory of Movement: This theory is focused on applying
1 movement concepts to solve both simple and complex movement
problems across various physical activities and settings.
Body
Space
Effort
Relationship
Fitness Education Model: This model emphasizes the importance
2 of regular physical activity in improving overall health.
Teaching Games for Understanding (TGfU) Model: Developed by
3 Bunker and Thorpe in 1982, the TGfU model is a pedagogical
approach designed to improve sports learning by focusing on game
tactics and decision-making:
Explanation of the Theoritical anchors for the Physical
Educatiom and Health Curriculum
HEALTH
A Fisher and Fisher's Motivational and Behavioral (IMB) Skills Model
- This model emphasizes that behavior change is driven by a combination of
knowledge, motivation, and skills.
Key Components:
Information and Knowledge: Understanding the behavior, its
consequences, and its benefits.
Motivation: The desire to change behavior.
Behavioral Skills: The ability to successfully implement the desired change.
B Ajzen’s Theory of Planned Behavior
B
This theory suggests that an individual's behavioral intentions are
shaped by their beliefs about the behavior and its associated
factors.
Key Components
Attitude: An individual's positive or negative feelings towards the
behavior.
Subjective Norms: Social pressures and expectations regarding the
behavior.
Perceived Behavioral Control: The individual's belief in their ability
to perform the behavior.
C Hochbaum and Rosenstock's Health Belief Model
This model suggests that individuals' willingness to change health
behaviors is influenced by their perceptions of health risks and
the benefits of taking action.
Key Components
Perceived Severity: The seriousness of the health risk.
Perceived Susceptibility: The belief of being at risk.
Perceived Benefits: The positive outcomes of changing behavior.
Perceived Barriers: The obstacles to changing behavior.
Cues to Action: Triggers that prompt action.
Self-Efficacy: Belief in one's ability to successfully change behavior.
C
D Prochaska and DiClemente's Transtheoretical Model of Change
This model describes the stages individuals go through when
changing behavior, emphasizing that change is a process, not an
event.
Key Stages
Precontemplation: Not considering change.
Contemplation: Thinking about changing.
Preparation: Planning to change.
Action: Making changes.
Maintenance: Sustaining changes.
Termination: No longer tempted to revert to old behaviors.
C
E Bronfenbrenner’s Ecological Systems Theory
This theory recognizes that individuals develop and behave within
multiple interconnected systems.
Key Systems
• Microsystem: Immediate surroundings (e.g., family, school).
• Mesosystem: Interactions between microsystems (e.g., parent-teacher
relationships).
• Exosystem: Indirectly influencing systems (e.g., community resources).
• Macrosystem: Cultural values and beliefs.
• Chronosystem: Changes over time.
