Bachelor of Physical Education

Program Overview

Bachelor of Physical Education (BPEd) is a 4-year undergraduate program which was introduced in the 2018 curriculum and aims to prepare aspiring teachers who specialize in delivering and managing instruction, assessment, and research in physical literacy. Specifically, the program aims to develop highly competent physical education (PE) teacher-researchers equipped with disciplinary knowledge on physical education and allied sciences who design curricular choices and plans that aim at achieving learners’ competency and proficiency in movement to meet their functional and health requirements. BPEd is a board program which provides meaningful learning experiences all throughout its courses through student-centered learning paradigm and approaches and culminates through a practice-teaching internship. The program is consisted of 2,697 hours of course work and 408 hours of field study and internship combined. Students who graduated from any Senior High School track may take the BPEd program.

Program Expected Learning Outcomes

On successful completion of this program, graduates will be able to:

  1. Develop comprehensive pedagogical content knowledge in physical education through evidence-based practices.

    Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity
  2. Formulate concepts and theories in physical education through practice-based inquiry in teaching and learning

    Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity
  3. Create skillful performance in a variety of physical activities.

    Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Intellectual Curiosity
  4. Apply performance to variety of physical activities in school and/or non-school settings.

    Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Intellectual Curiosity
  5. Design effective physical activity programs to address the needs of individual and group in school and/or non-school settings.

    Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Intellectual Curiosity, Persuasive Communication
  6. Value the use of information, media and technology in teaching and learning physical education.

    Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Responsible Digital Citizenship
  7. Practice professional ethics in teaching and managing physical education through practicum.

    Linked to FEU Core Competencies: Professionalism, Critical Thinking, Intellectual Curiosity, Persuasive Communication, Creative Problem Solving
  8. Develop concepts, theories and practices in physical education using different forms of communication and technology-based platform.

    Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Responsible Digital Citizenship

Career Pathways

Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to practice teaching in the field of physical education. Graduates of the program may work as physical education teachers, dance and sports club moderator, and school-based sports program and event coordinator. Likewise, graduates can also work as teacher and research assistants in education-related field. Graduates of the program may choose to pursue Master of Arts in Education or Master of Arts in Teaching majoring in Physical Education or any related field as their graduate studies degree.

Program Features

This program exhibits a holistic approach in education through the multitude of courses, learning approaches and assessments it offers.

Program Curriculum

In the first two years of the program, General Education (GE) courses focus on developing learner’s foundation skills such as critical thinking and reflection, through the facilitation of liberal education content. General Education courses constantly engage learners into critical discussion. Moreover, the GE includes university-innovative courses namely Scholarly Inquiry, College Academic Skills (CASE), and Speech Communication, which are designed to develop key college study habits, research, and academics skills of students.

On the other hand, Professional Education (ProfEd) courses cultivate among students the foundational theories and concepts, pedagogical content knowledge, and experiential learning relevant in learning the art and science of the teaching profession. Building from the foundation skills of general education courses, ProfEd courses also engage students into critical discourse on issues and trends in education and thereby pave way to further discussion and research on implications to education theory, practice, and research.

Major/specialization courses of the program focus on mastering pedagogical content knowledge in instructing and managing students in learning physical education. Specifically, program specialization courses build foundation theory and concepts in physical education, contextualized courses in teaching and learning PE as a discipline, and content-performance courses, which include subjects on movement, game, sports, recreation, and health education. Through foundational concepts, pedagogical content knowledge, and education research of physical education courses, students of the program are able to conceptualize their teaching and learning paradigms and translate them to relevant and effective education practices in physical education.

To let students explore more the complexity and well-roundedness of the program, BPEd also offers two elective on the specialization courses – Administration and management of Physical Education and Health Education Programs and Contemporary Issues in PE and Sports.

Alongside with all of these courses, the Wellness and Recreation Program (WRP), which is a unique innovative-course feature of all programs in the university, is offered every semester to ensure that not only the cognitive faculties of students are developed but as also their physical fitness and socio-emotional soundness.

Teaching and Learning Approaches

Recognizing the essentiality of knowledge generation and information navigation, the following approaches are embedded in the program to empower students on making informed choice as thinking teacher professionals in the future:

  • Student-centered learning approach. In line with the university’s teaching and learning philosophy, the program employs student-centered learning approaches throughout its courses to enable students to collaborate and co-construct knowledge with their teachers and classmates. This approach, which is rooted on the learning paradigm of the university, executes various learning activities designed to initiate cognitive engagement among students through the practice of critical, reflective, creative, and problem-solving thinking skills.
  • Interdisciplinary approach. Opposite to atomistic learning and single-mindedness thinking, the program implements interdisciplinary approach, where students are able to look into educational and societal trends and issues using different disciplinal lenses. This learning experience enables students to value different perspectives and to make connections in between learnings of different courses.
  • Method of teaching each course of the program is informed by research. Likewise, research on different areas of education as required readings are central to the discussions made inside the classroom. Moreover, course capstone projects come in the form of research-based outputs to instill to students the habit of making research-informed choices in teaching and learning.
  • Technology-based learning approach. To promote and develop independent learning, as well as to provide flexibility in terms of learning space, the selected courses of the program, particularly the four mentioned GE courses, utilize blended learning approach where some class time is allotted for students to attend classes virtually through the use of the university’s learning management system platform. Likewise, students are exposed in different technological media in attending their regular face-to-face meeting for each course in the program.

Assessment and Research

Completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the teacher and students for the semester. As the program values student learning not only as a product but also as a process, formative assessments, which are conducted during the learning process, are done to monitor and give feedback to students’ works. These formative assessments lead to summative assessments which focus on evaluating student learning at the end of instructional unit and course.

Gearing away from the traditional paper and pencil tests, the program also makes use of authentic or non-traditional assessment to better exhibit learning outcomes intended for the course and the program. This authentic assessment comes in the form of creative capstone projects which serves as a culmination of all relevant learning experiences for the course. Moreover, most of these capstone projects come in the form of research-based outputs to instil to the students the habit of making research-informed choices in teaching and learning.

Aside from research-based outputs as capstone projects, two courses of the program are dedicated for students to understand and do research works. The Educational Research and Research in Physical Education and Health Education courses focus on understanding and crafting research, broadly in education, and specifically in teaching physical movement and fitness literacy education, respectively. Both courses aim for students to produce quality research paper and enable them to understand research as a way of life in the teaching profession.

Internship

Experiential learning courses immerse students in basic education teaching through the supervision of cooperating teachers from partner schools. Field Study 1 and 2 prepare students to full time internship by allowing them to observe, participate, and assist in teaching and learning planning, implementation, and evaluation. On the last semester of the program, students engage in full time teaching internship as pre-service teachers under the mentorship of a cooperating teacher from the partner basic education school and guidance of the course facilitator. Moreover, through the pre-service student teacher exchange program, selected and screened pre-service student teachers are given the opportunity to have their practice teaching experience in schools from other Southeast Asian countries.

Award Requirements

Students need to complete a total of 2,697 hours of course works and 408 hours of field study and internship combined. Further, students need to have a minimum quality point average (QPA) of 2.20 to graduate.

Benchmark statements and reference point

  • CMO No. 80, s. 2017
  • Nicanor Reyes Street, Sampaloc, Manila
  • Tel No: +63 (2)-87777-338 (trunkline)

Copyright © 2019. All Rights Reserved